Faculty of color in academe: What 20 years of literature tells us.

By C. Turner, J. Gonzalez, J. Wood. 2008

662 citations recorded by the source corpus.

Subfields: Education, Gender Studies, Social Psychology

View Paper: https://www.semanticscholar.org/paper/320276e31dc8a9db88372b2491e6ac8ab0381d8e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. G. J. Contreras
2. Audrey J. Jaeger
3. F. Contreras
4. Kerryann O'Meara
5. A. Kuvaeva

In Gender Studies

1. Joya Misra
2. Kerryann O'Meara
3. A. Kuvaeva

In Social Psychology

1. Audrey J. Jaeger
2. Gaetane Jean-Marie
3. Kerryann O'Meara
4. T. E. Dancy

Citations in the corpus

• Faculty of Color in Higher Education: Exploring the Intersections of Identity, Impostorship, and Internalized Racism (2014, background): “Faculty of color tend to attract more students, particularly students of color, due to a perceived ability to be better able to establish a common ground (Brown, 2000a; Turner et al., 2008).”
• Epistemic Exclusion of Women Faculty and Faculty of Color: Understanding Scholar(ly) Devaluation as a Predictor of Turnover Intentions (2021, neutral): “…is consistent with the literature on workplace mistreatment which finds that these groups report more social and informational exclusion (e.g., Diggs et al., 2009; Li & Beckett, 2006; McCord et al., 2018; Mor Barak & Levin, 2002; Settles et al., 2019; Tippeconnic, 2005; Turner et al., 2008).”
• Psychological Heuristics and Faculty of Color: Racial Battle Fatigue and Tenure/Promotion (2016, background): “In P&T decisions, likability and collegiality come into play (Schuster & Finkelstein, 2006; Turner et al., 2008), and many Black professors are subject to PE and suffer its debilitating effects in the process.”
• Department Conditions and Practices Associated with Faculty Workload Satisfaction and Perceptions of Equity (2019, background): “Although many scholars have revealed the burden and negative career consequences of additional service, advising, and mentoring (Turner et al., 2008; Wood et al., 2015), others have simultaneously observed aspects of mentoring and service to URM groups by URM faculty as a form of critical agency (Ba”
• Raising the Bar for Hispanic Serving Institutions (2015, background): “Faculty of color in higher education are more likely to mentor students of color, engage diverse students in their research projects, and promote an equitable climate in college classrooms (Milem, 2003; Turner, Gonzalez, & Wong, 2011; Turner et al., 2008).”