Professional and Organizational Development Network in Higher Education
Date of this Version
Fall 2020
Document Type
Article
Citation
To Improve the Academy: A Journal of Educational Development (spring 2020) 39(2)
doi: 10.3998/tia.17063888.0039.206
Abstract
Using critical race theory, this qualitative study examined the ways non-tenure-track faculty members of Color (NTFOCs) experienced racism in their classroom environments. The sample consisted of 24 NTFOCs who worked at 4-year historically White colleges and universities. Findings revealed that NTFOCs experienced racism in their classrooms in three ways: negative evaluations, different treatment than White colleagues, and feeling unsafe in the classroom. While these findings are consistent with the experiences of tenure-track and tenured faculty members of Color, the implications for NTFOCs, particularly in terms of their employment, are stark. The article concludes with recommendations for how educational developers can work to foster equitable working conditions for NTFOCs.
Included in
Curriculum and Instruction Commons, Higher Education Commons, Higher Education Administration Commons, Higher Education and Teaching Commons, Other Education Commons
Comments
License: CC BY-NC-ND