The proportion of women of color faculty members in academia is on the rise, and they are also more visible in higher education leadership. Yet, systemic sexism and racism, coupled with other forms of intersectional oppression, makes it difficult to advance to senior level administration. This chapter explores the lived experiences of academicians with intersecting identities and proposes a social ecological model to guide the development of effective interventions through social environments. Knowledge applied from personal inquiry, practical examples, and empirical evidence have resulted in important recommendations that are organized into five nested, hierarchical levels. These recommendations can help to improve diversity and inclusion efforts, and to achieve structural and systemic transformation across colleges and universities.
TopIntroduction
Women have proven to be powerful forces, knocking down barriers and breaking cycles of patriarchy in higher education. They are also being empowered and enraged to dismantle systems of domination in the larger society. Despite facing challenges, women continue to make gains as qualified and established professionals and leaders. Though women are customarily connected through a shared experience of being female, intersections of race and gender that influence the experiences of women of color cannot be collapsed into a singular identity. The combined effects of race and gender impact the experiences of professionals in higher education. The identities of minority women are made up of interconnected intersections of race and gender, which have created overlapping and interdependent systems of discrimination and disadvantage (Crenshaw, 1989).
Recent U.S. Department of Education (2020) data provides a demographic profile that reflects these disparities among women of color in full-time tenured and tenure-track positions, as well as higher academic ranks. Women overall tend to be overrepresented in non-tenure track positions, while underrepresented minorities make up less than 20 percent of full-time faculty members across the country (Colby and Fowler, 2020). The proportion of women of color faculty members in academia is on the rise, and women of color are also more visible in higher education leadership. Yet, systemic sexism and racism, coupled with other forms of intersectional oppression make it difficult to advance to senior-level administration. Women of color compared to their counterparts navigate especially unique challenges that further complicate their already demanding academic and administrative roles. Discriminatory behavior and attitudes have both personal and professional impact in ways that are critical to the experience of women of color in the academy. In lieu of this reality, there is value in fostering more diverse and equitable practices, structures, and societal institutions to support women of color faculty and administrators. Intersectional Theory is useful in describing the cultural and historical experiences of women of color employed in the context of higher education. Specifically, it is essential to increase one’s understanding of racial and gender-based stressors experienced by women of color in the context of a capitalist society, as this lived reality informs the development and implementation of a Social-Ecological theory-based framework. This chapter provides an overview of relevant scholarship and draws from experiences that support the need for the proposed Social-Ecological Model (SEM) in mitigating challenges associated with the intersectional experience. The application of the model to women of color in the academy is organized into five nested, hierarchical levels:
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The individual level consists of specific characteristics that combat race-based stress, including self-care practices and healthy work-life balance.
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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.
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Equal opportunity for women of color to advance in public sectors is important, as it relates to society and public policy.
Since institutions of higher education consist of complex structures that can foster or impede the success of faculty and leaders, it is essential to examine this social environment to identify and implement changes that are needed to better support women of color in the academy. This in turn can help to improve diversity and inclusion efforts, and to achieve structural and systemic transformation across colleges and universities. Addressing implications for support, advocacy and best practices also promotes the recruitment, retention, and advancement of women of color in higher education.