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.
Original language | English |
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Pages (from-to) | 674-697 |
Number of pages | 24 |
Journal | Journal of Higher Education |
Volume | 91 |
Issue number | 5 |
DOIs | |
State | Published - Jul 28 2020 |
Keywords
- Black women
- Contingent
- faculty
- qualitative
- scholarly personal narrative