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Review of Higher Education208
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Chambers, Crystal R.; Freeman, Sydney, Jr. – Review of Higher Education, 2020
In this study, we sought to examine a growing phenomenon in academe of young full professorships, but through the lens of young Black full professors in higher education as a field of study. This study explores the experiences of seven young Black faculty who attained the rank of full professor before age 45 and whether their pathways to full were…
Descriptors: Age Differences, College Faculty, Faculty Promotion, Postsecondary Education as a Field of Study
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Schudde, Lauren – Review of Higher Education, 2019
This study uses nationally representative longitudinal data and propensity score modeling to evaluate the effects of first-year engagement experiences at community college--including social and academic contact with faculty and participation in study groups and clubs--on achievement, persistence, degree attainment, and vertical transfer. Speaking…
Descriptors: Instructional Effectiveness, Learner Engagement, College Faculty, Community Colleges
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Price, Monica Hatfield – Review of Higher Education, 2019
This study expands our understanding of how groups influence the higher education policy process through strategic policy narratives. As the number and diversity of interest groups attempting to influence the policy making process in higher education increases, the importance of considering how those interest groups strategically construct and use…
Descriptors: Prior Learning, Educational Policy, Higher Education, Educational Strategies
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Pifer, Meghan J.; Baker, Vicki L.; Lunsford, Laura Gail – Review of Higher Education, 2019
Learning more about the role of the academic department in LACs may improve faculty selection, development, support, and retention. Knowledge based on research about other institution types cannot be assumed to be generalizable to LACs. We know little about departmental contexts of faculty work in liberal arts colleges (LACs). The purpose of this…
Descriptors: Liberal Arts, College Faculty, Organizational Culture, Departments
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Espino, Michelle M.; Zambrana, Ruth E. – Review of Higher Education, 2019
This article contrasts perceptions among 58 under-represented minority (URM) faculty employed at U.S. research-extensive universities who reported an absence of mentoring or experienced informal or formal mentoring modalities. Key findings reveal a mentoring glass ceiling that affects URM faculty career paths: an absence of mentoring can lead to…
Descriptors: Minority Group Teachers, College Faculty, Mentors, Career Development
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Szelényi, Katalin; Denson, Nida – Review of Higher Education, 2019
This study examines predictors of perceived work-life balance among women and men faculty of color using data from the Collaborative on Academic Careers in Higher Education (COACHE). Asian American men faculty report higher perceived work-life balance, while African American women faculty report lower perceived work-life balance as compared to…
Descriptors: Predictor Variables, Minority Group Teachers, College Faculty, Family Work Relationship
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Garvey, Jason C.; Hart, Jeni; Metcalfe, Amy Scott; Fellabaum-Toston, Jennifer – Review of Higher Education, 2019
We examine the American landscape of higher education quantitative research concerning how gender and sex demographic information is collected. We use a directed content analysis to examine the prevalence and operationalization of gender and sex among widely used higher education survey instruments. Our findings illuminate a seemingly haphazard…
Descriptors: Research Problems, Educational Research, Higher Education, Data Collection
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Terosky, Aimee LaPointe – Review of Higher Education, 2019
Grounded in the conceptual framing of "educative value" of relationships by Ana Martínez Alemán (1997), this qualitative study examines the role of relationships in women scholars' intellectual trajectories. Based on in-depth interviews with 34 scholars across multiple identities, disciplines, institutions, ranks, and appointment types,…
Descriptors: College Faculty, Women Faculty, Scholarship, Faculty Development
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Linder, Chris; Quaye, Stephen John; Lange, Alex C.; Roberts, Ricky Ericka; Lacy, Marvette C.; Okello, Wilson Kwamogi – Review of Higher Education, 2019
Students with minoritized identities have been engaged in campus activism as a way to hold institutional leaders accountable for addressing oppression. What is particularly unique about these activists is that they often advocate for change as a way to survive in their minoritized bodies. Because these activists are working to address…
Descriptors: College Students, Minority Group Students, Activism, Advocacy
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Slay, Kelly E.; Reyes, Kimberly A.; Posselt, Julie R. – Review of Higher Education, 2019
We present findings from a case study of a psychology department that has graduated a significantly higher share of underrepresented doctoral students than national averages for its discipline. Using the campus racial climate framework, we found that organizational/structural diversity initiatives (recruitment and admissions practices), presented…
Descriptors: Disproportionate Representation, Graduate Study, Psychology, Doctoral Students
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Castillo-Montoya, Milagros – Review of Higher Education, 2019
Increasing diversity on college campuses suggests faculty need to develop ways of teaching diverse students. This study describes the teaching strategies of two sociology professors at a Hispanic-Serving Institution. Through observations, syllabi analysis, and interviews with the faculty and 18 racially and ethnically diverse first-generation…
Descriptors: College Faculty, Teaching Methods, Culturally Relevant Education, Student Diversity
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Montero-Hernandez, Virginia; Arines, Elsa López; García, Marta Caballero – Review of Higher Education, 2019
We use an interpretative approach to understand female faculty's family-work dilemmas and the implications for their mental health. We interviewed sixteen female faculty at a public state university in Mexico. We identified four narratives (self-castigated perception, the unsupportive organization, the eternal caregiver, and self-care) to explain…
Descriptors: Women Faculty, Daily Living Skills, Emotional Disturbances, Family Work Relationship
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Squire, Dian; Nicolazzo, Z.; Perez, Rosemary J. – Review of Higher Education, 2019
This queer phenomenological study examined institutional statements released in support of undocumented individuals after the Trump administration's decision to end the Deferred Action for Childhood Arrivals (DACA) program. We discerned the "template" used when crafting public messages of support for undocumented communities. We suggest…
Descriptors: Undocumented Immigrants, Immigration, Higher Education, Institutional Mission
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Eaton, Paul William; Bustamante, Rebecca McBride; Ates, Burcu; Berg, Helen – Review of Higher Education, 2019
A novel process--"dialogic cartographic narratives"--is introduced as a method for facilitating faculty members' understanding of their own privilege(s) and their complicity in maintaining systemic injustices in higher education institutions. The process involves critical interrogation of life stories and privileged identities over time…
Descriptors: College Faculty, Advantaged, Personal Narratives, Self Concept
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Fernandez, Frank – Review of Higher Education, 2019
More Latina and Latino faculty members are needed to mentor Latina and Latino students, as well as diversify academic research, and improve campus racial climates and retention of minority faculty members. This paper focuses on the sources of financial support that can facilitate access to faculty careers. I use multinomial logistic estimation and…
Descriptors: Hispanic American Students, Doctoral Students, Social Sciences, Student Financial Aid
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