Faculty of Color: On the Track but Out of the Loop

As a follow up to two recent publications in Black Issues in Higher Education and The Chronicle of Higher Education Chronicle Review, this presentation will focus on the experiences of African American tenure-track faculty in predominantly White Institutions. Several themes are delineated and discussed as they relate to the professional and social integration experiences of this group

Shifting positionalities across international locations: Embodied knowledge, time‐geography, and the polyvalence of privilege

Despite a robust body of scholarship on positionality, the practice of international Higher Education research often neglects engagement with the varied, fluid and complex positionalities of researchers across national boundaries. Through a series of vignettes, the authors argue for reflexivity that extends beyond rigid social identities and towards embodied knowledge, or self-understanding that is mutable and context responsive. For international mobile researchers especially, new affinities can evolve through propinquity and social custom, and gradually become incorporated into self-knowledge with the passing of time. Beyond mere cultural competency, this article raises the importance of symbolic competency that simultaneously negotiates the multiple dimensions of language, various forms of capital, as well as evolving social identities in conducting research in different contexts.12 month embargo; published online: 21 June 2019This item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at [email protected]

Scholarly Productivity of Social Work Faculty at Historically Black Colleges and Universities: Are h-Index Scores a Suitable Measure?

© 2016 Council on Social Work Education. Faculty scholarship at historically Black colleges and universities (HBCU) has in the past served as a blueprint for the Black masses. Even today, HBCU faculty scholarship continues to be an informative source to communicate accurate information regarding marginalized groups. This study examines h-index scores of 65 faculty members at five doctorate-granting schools of social work. The majority of calculated h-index scores were considered to be low in terms of productivity. We make the argument that these scores are not a good measure of productivity because of the problematic nature of their use to evaluate HBCU faculty. Implications for future research, practice, and teaching are presented