多种族教员遭受多种族微侵犯的经历

IF 2.3 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

American Journal of Education Pub Date : 2021-08-01 DOI:10.1086/715004

Jessica C. Harris, Jean Snider, Julia L. Anderson, Kim Griffin

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引用次数: 8

摘要

通过这项研究，我们探索了26名多种族终身教职和终身教职员工在美国历史上的白人四年制学院和大学工作时遭受多种族微侵犯的经历。研究结果表明，多种族教职员工经常会遇到扼杀他们职业成功的多种族微侵犯。然而，多种族的微侵犯也可能为一些教师在学院内提供独特的机会。这项研究以多种族教职员工的经历为中心，努力为支持和留住多种族教职人员的制度程序提供信息，并使单一种族的种族范式或种族只存在于严格的单一种族类别中的主导意识形态复杂化。

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Multiracial Faculty Members’ Experiences with Multiracial Microaggressions

Through this study, we explore 26 Multiracial tenured and tenure track faculty members’ experiences with Multiracial microaggressions while working within historically white 4-year colleges and universities in the United States. Findings from the research suggest that Multiracial faculty members often encounter Multiracial microaggressions that stifle their professional success. Yet Multiracial microaggressions may also provide some faculty with unique access within the academy. This study centers Multiracial faculty members’ experiences in an effort to inform institutional procedures that support and retain Multiracial faculty and to complicate a monoracial-only paradigm of race, or the dominant ideology that race only exists in strict monoracial categories.

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来源期刊

American Journal of Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.90

自引率

4.00%

发文量

期刊介绍： Founded as School Review in 1893, the American Journal of Education acquired its present name in November 1979. The Journal seeks to bridge and integrate the intellectual, methodological, and substantive diversity of educational scholarship, and to encourage a vigorous dialogue between educational scholars and practitioners. To achieve that goal, papers are published that present research, theoretical statements, philosophical arguments, critical syntheses of a field of educational inquiry, and integrations of educational scholarship, policy, and practice.