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Brenda Marina, Georgia Southern University
Betty Cox, Senior Editor, University of Tennessee at Martin
Young Imm Kang Song, Assistant Editor, Lesley University
Based on data from a larger, longitudinal study of 22 women faculty on the tenure track, this qualitative study examines the socialization experiences of four women faculty of color (WFOC) who earned tenure at two public, research extensive, predominantly White institutions (PWIs) in the U.S. This study gives voice to WFOC who broke through the glass ceiling of tenure and were promoted to associate professor. Although these women earned tenure, their adjustment as newcomers to the academy was fraught with marginalization for being both women and persons of color. Specifically, the WFOC experienced challenges to their role clarity, self-efficacy and social acceptance—all of which are all key factors in the socialization of outsiders (untenured) to insiders (tenured) of an organization. This study holds implications for how WFOC can not only survive but also thrive in the tenure process.
Women faculty, Women of color, Women Faculty of Color, WFOC, Gender, Race, Ethnicity
Disability and Equity in Education | Education | Gender and Sexuality | Higher Education | Race and Ethnicity
Kelly, Bridget Turner and McCann, Kristin, "Women Faculty of Color: Success Stories from the Margins" (2013). Journal of the International Association for the Study of the Global Achievement Gap. 10.