To Be Black Women and Contingent Faculty: Four Scholarly Personal Narratives

Christa J. Porter, Candace M. Moore, Ginny J. Boss, Tiffany J. Davis, Dave A. Louis

Research output: Contribution to journalArticlepeer-review

31 Scopus citations


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.

Original languageEnglish
Pages (from-to)674-697
Number of pages24
JournalJournal of Higher Education
Issue number5
StatePublished - Jul 28 2020


  • Black women
  • Contingent
  • faculty
  • qualitative
  • scholarly personal narrative


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