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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
This article uses numeric and qualitative data to interrogate the impact of affirmative action policies on shattering glass ceilings and resolving impasse in the academic lives of African Americans. This work takes its trajectory from previous research on glass ceilings (Marina and Fonteneau, 2012). Two brief case studies from both PWIs and HBCUs are mentioned to ponder complex attitudes toward race, gender and power. In extracting meaning from the policies, practices, and cases, it became clear that attitudes toward power and authority are influenced by context, but even more, by an individual’s sense of right and wrong. This work is heavily vested in the African American woman’ s social and professional mobility, the very nature by which African Americans have gained presence in academic environments. This work suggests that affirmative action policies and institutional systems of redress have had little effect on resolving impasse and career gridlock.
Glass ceilings, African American women, Academy, Academia, Race, Class, Gender
Disability and Equity in Education | Education | Gender and Sexuality | Higher Education | Race and Ethnicity
Fonteneau, Debora Y., "Dismantling Glass Ceilings: Ethical Challenges to Impasse in the Academy" (2013). Journal of the International Association for the Study of the Global Achievement Gap. 7.