Psychological Heuristics and Faculty of Color: Racial Battle Fatigue and Tenure/Promotion

2016/11/01 by Noelle Witherspoon Arnold, Emily R. Crawford, Muhammad Khalifa · 3 citations
Psychology · Social Sciences · #Mentoring and Academic Development #Higher Education Research Studies #Critical Race Theory in Education

paper · doi:10.1080/00221546.2016.11780891

Abstract

Faculty who have been historically excluded from participating in academia present a unique quandary for those who have traditionally held power at the university. This article explores the promotion and tenure (P&T) process of Black faculty using a psychological construct to examine how racial micro-aggressions manifest and articulate themselves through individual and organizational phenomena such as Racial Battle Fatigue (RBF). We applied a psychological approach to narrative inquiry to examine how two faculty of color experienced the P&T process. Participant narratives highlighted how much of the P&T process, and even engagement in academia in general, is articulated by likability or congeniality—two constructs absent from P&T policies.

Citations

• Racial microaggressions in everyday life: Implications for clinical practice.

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• Subverting and Minding Boundaries: The Intellectual Work of Women
• Perhaps You Should Use a Colon: Predicting Citation Counts of U.S. Higher Education Journal Articles
• Epistemic Exclusion of Women Faculty and Faculty of Color: Understanding Scholar(ly) Devaluation as a Predictor of Turnover Intentions

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