Abstract
Systemic and structural inequities have created barriers to the success of women of color in higher education. In the U.S., racially diverse women are underrepresented among faculty and senior leaders, and they experience complex challenges because of their intersectional identities. This chapter builds on a Social-Ecological Model of Support (SEM), designed to guide the development of effective interventions through social environments. There is a focus on the organizational level, which promotes practices and policies that advance diversity and opportunity for racially diverse women in higher education roles. An examination of race and gender-based affirmative action and its effects, to include increased representation of White women as higher education faculty and senior leaders is provided. Also outlined are recommendations to strengthen affirmative action programs in ways that promote diversity, mitigating issues of gendered racism and intersectional discrimination, which compromise recruitment, retention, and advancement of racially diverse women in higher education settings.
TopIntroduction
Women of color in the United States are disproportionately underrepresented in the higher education academy (Chance, 2021; Gause, 2021; Taylor, 2020). Systemic and structural inequities create barriers to attracting, advancing, and keeping members of this population as faculty and leaders. They experience significant obstacles in the hiring and promotion process, in large part due to their intersectional identities (Chance, 2022; Griffin, 2019). Given the complex challenges associated with the intersectional experience, Kincade (2023) postulates a Social-Ecological Model (SEM) of support for women of color in higher education. This model centers the unique experiences of women of color academicians and leaders, relative to their counterparts. It provides guidance for developing successful interventions through social environments, provided racial and gender-based stressors commonly highlighted as aspects of the lived experiences of racially diverse women employed in higher education settings (Al-Faham, Davis & Ernst, 2019; Colon-Alverio & Flowers, 2022; Love, Templeton, Ault, & Johnson, 2021). Further, the model highlights actions and practices that support the success and professional advancement of these women. The researcher asserts that the SEM model is useful in identifying points of leverage and intervention at individual, interpersonal, organizational, community and societal levels. The application of the model to women of color in the academy is organized into five nested, hierarchical levels:
- 1.
The individual level consists of specific characteristics that combat race-based stress, including self-care practices and healthy work-life balance.
- 2.
The interpersonal level promotes increased understanding of institutional culture and climate, as well as relationships and social networks among people of shared identities to foster a supportive and collegial workplace.
- 3.
The organizational level considers practices that can be adopted by higher education institutions, including upholding protections for professionals victimized by discrimination and workplace bullying, providing professional development opportunities, and engaging in equity practices.
- 4.
Community structures offer relationships with professionals across universities and opportunities to engage with organizations and networks geared specifically toward women of color.
- 5.
Equal opportunity for women of color to advance in public sectors is important, as it relates to society and public policy (Kincade, 2023). See Table 1.