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Article
To be Black women and contingent faculty: Four scholarly personal narratives
Journal of Student Affairs Research & Practice
(2020)
Abstract
This study utilized scholarly personal narratives to explore the experiences and perceptions of four Black women who served as full-time contingent faculty members in higher education and student affairs graduate preparation programs. Authors drew upon Black feminist thought and intersectionality to frame this study. Specifically, authors extended Collin’s outsider-within status to outsider-outsider-within status to describe the unique experiences of Black women in contingent faculty appointments. Specific findings included: (1) marginalization of contingent faculty, (2) intersections of identities inextricably linked to teaching, and (3) devaluation of scholarly pursuits. Implications for institutional policy and practice are discussed.
Keywords
- Contingent,
- Black women,
- qualitative,
- faculty,
- scholarly personal narrative
Disciplines
Publication Date
Spring January 1, 2020
DOI
https://doi.org/10.1080/00221546.2019.1700478
Citation Information
Porter, C. J., Moore, C. M., Boss, G. J., & Davis, T. J., Louis, D. (2020). To be Black, woman, and contingent: Four scholarly personal narratives. Journal of Higher Education. https://doi.org/10.1080/00221546.2019.1700478