Women of color (WoC) continue to be underrepresented in engineering programs across the United States. Many scholarly reports on faculty demographic characteristics do not provide measures regarding the representation of WoC faculty due to data reporting restrictions or lack of relevant data. Using 14 years of data from the American Society for…

The increasing neoliberalization of institutions of higher education poses several challenges for racially minoritized faculty who advocate equity. Unfortunately, explorations of how neoliberalism shapes the realities of these faculty are sparse. This study analyzes some of the ways in which neoliberal systems and the resistance of racially…

White racial allyship is essential in realizing an institution that focuses on the welfare, success, and health of students of color and employees of color. The role of White racial allies has been discussed and studied in higher education literature. However, many studies that have critically reviewed the role of White allies have typically…

Throughout history, guns have been used as tools for social control to instill terror within minoritized communities. Campus carry is a current gun law that now allows licensed concealed handgun holders to carry on public college campuses in 11 U.S. states, including Texas (National Conference of State Legislatures [NCSL], 2018). This qualitative…

The dearth of historically underrepresented minorities (URMs) in science, technology, engineering, and mathematics (STEM) faculty positions is one of the most significant challenges in higher education in the U.S. Increasing underrepresented groups' success in academia through achieving and retention in tenure-track faculty roles has been the…

The United States' higher education landscape includes over 600 colleges and universities affiliated with a Christian denomination. Many of these institutions employ faculty whose worldview identities depart from the Christian ethos of the campus. The present study draws on case study data to examine how worldview minority faculty members make…

This phenomenological study examines the positive and adverse experiences full-time Latinx PhD students have in mentoring relationships with faculty of Color at a historically white Research-Intensive University in the Southwest, United States. These scholars are an essential group that faces distinct challenges in graduate education and remain…

Faculty who are minoritized--those who are both lesbian, gay, bisexual, trans, queer plus (LGBTQ+) and racially minoritized--experience significant challenges in higher education. Less is known about those who are both LGBTQ+ and racially minoritized. This study examined the experiences of 11 racially minoritized LGBTQ+ faculty teaching in higher…

Intergroup dialogue (IGD) is a critical dialogic pedagogy that calls for extraordinary care and labor. So, why as women of color (WOC), who expend disproportionate emotional labor in the academy, do we teach IGD? In this collaborative critical autoethnography, we braid our individual narratives through a critical collaborative autoethnography…

In this scholarly personal narrative (SPN), I illustrate how I have engaged with a system that does not reflect who I am and against prevailing currents as an associate professor in higher education who came to the U.S. as an international student in the late 1990s from South America, to finally find my place and voice developing the International…

We present the motivations and meaning-making processes bolstering minoritized faculty's daily efforts to disrupt institutional forms of oppression and imagine more equitable institutions. Through critical in-depth phenomenological interviewing (CIPI), we profile the experiences of minoritized faculty (N = 6) within the professional discipline of…

Drawing largely on the work of Maya Angelou, we use decolonial collaborative autoethnography to explore why the caged bird sings in the academy. We offer a "caged bird sings" framework based on Angelou's book and use it to analyze our autoethnographic performances. What we found through this work is that the legacy of colonialism in the…

This Scholarly Personal Narrative (SPN) builds on McCluskey-Titus and Cawthon's (2004) use of the "grass is always greener on the other side of the fence" metaphor to explore the experiences of a Black American woman faculty member transitioning from her role as a student affairs administrator to a full-time, tenure-earning faculty…

Racialized and gendered imbalances impact tenure-track faculty service workload and ultimately, career advancement for women faculty, especially women of color faculty. This article reports on a 3-year study examining the barriers to career advancement for women/women of color tenure-line Science, Technology, Engineering and Math (STEM) faculty at…

This qualitative study examines the ways in which 15 full-time non-tenure-track Women of Color faculty members (NTWCFs) at historically White colleges and universities experienced identity taxation in their work. Critical race theory and critical race feminism were used as theoretical frameworks. Participants experienced identity taxation in 3…