3,271
Views
49
CrossRef citations to date
0
Altmetric
Articles

Faculty of Color in Higher Education: Exploring the Intersections of Identity, Impostorship, and Internalized Racism

&

References

  • Aguirre, A. (2000). Women and minority faculty in the academic workplace: Recruitment, retention, and academic culture. ASHE-ERIC Higher Education Report, 27(6).
  • Aguirre, A. (2005). The personal narrative as academic storytelling: A Chicano’s search for presence and voice in academe. International Journal of Qualitative Studies in Education, 18, 147–163.10.1080/0951839042000333956
  • Alire, C. A. (1997). Mentoring on my mind: It takes a family to graduate a minority library professional. American Libraries, 28, 41.
  • Anderson, E. M., & Shannon, S. L. (1986). Toward a conceptualization of mentoring. Journal of Teacher Education, 39, 38–42.
  • Andersen, M., & Hill-Collins, P. (2010). Race, class, and gender: An anthology (7th ed.). Covington, KY: Wadsworth.
  • Antonio, A. L. (2000). Faculty of color and scholarship transformed: New arguments for diversifying faculty. Diverse Digest, 3, 6–7.
  • Antonio, A. L. (2002). Faculty of color reconsidered: Reassessing contributions to scholarship. The Journal of Higher Education, 73, 582–602.10.1353/jhe.2002.0043
  • Astin, H. S., Antonio, A. L., Cress, C. M., & Astin, A. W. (1997). Race and ethnicity in the American professoriate, 1995–96. Los Angeles, CA: Higher Education Research Institute, Graduate School of Education and Information Studies.
  • Ball, D. L. (1994). Developing mathematics reform: What don’t we know about teacher learning—But would make good working hypotheses? Paper presented at Conference on Teacher Enhancement in mathematics K-6, Arlington, VA.
  • Banks, W. M. (1984). Afro-American scholars in the university: Roles and conflicts. American Behavioral Scientist, 27, 325–338.10.1177/000276484027003005
  • Bivins, D. (1995). What is internalized racism? In M. Potapchuk, S. Leiderman, D. Bivens, & B. Major (Eds.), Flipping the script: White privilege and community building (pp. 43–52). Silver Spring, MD: MP Associates, The Center for Assessment and Policy Development.
  • Blackburn, R. T., Chapman, D. W., & Cameron, S. M. (1981). “Cloning” in academe: Mentorship and academic careers. Research in Higher Education, 15, 315–327.10.1007/BF00973512
  • Blackwell, J. E. (1989). Mentoring: An action strategy for increasing minority faculty. Academe, 75, 8–14.10.2307/40249734
  • Boice, R. (1992). The new faculty member: Supporting and fostering professional development. San Francisco, CA: Jossey-Bass.
  • Boice, R. (1993). Early turning points in professorial careers of women and minorities. New Directions for Teaching and Learning, 1993, 71–79.10.1002/(ISSN)1536-0768
  • Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33, 3–15.10.3102/0013189X033008003
  • Borko, H., & Putnam, R. (1996). Learning to teach. In D. Berliner & R. Calfee (Eds.), Handbook of educational psychology (pp. 673–708). New York, NY: Macmillan.
  • Brayboy, B. M. J. (2003). The implementation of diversity in predominantly White colleges and universities. Journal of Black Studies, 34, 72–86.10.1177/0021934703253679
  • Brems, C., Baldwin, M., Davis, L., & Namyniuk, L. (1994). The impostor syndrome as related to teaching evaluations and advising relationships of university faculty members. The Journal of Higher Education, 65, 183–193.10.2307/2943923
  • Brookfield, S. (1993). Breaking the code: Engaging practitioners in critical analysis of adult educational literature. Studies in the Education of Adults, 25, 64–91.
  • Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco, CA: Jossey-Bass.
  • Brookfield, S. (2005). Overcoming impostorship, cultural suicide, and loss of innocence: Implications for teaching critical thinking in the community college. New Directions for Community Colleges, 2005, 49–57.10.1002/(ISSN)1536-0733
  • Brown, M. C. (2000a). Involvement with students: How much can I give? In M. Garcia (Ed.), Succeeding in an academic career: A guide for faculty of color (pp. 71–88). Westport, CT: Greenwood.
  • Brown, M. C. (2000b). Prophets of power in professoriate: A sermon for cultural workers. In C. Brown & J. E. Davis (Eds.), Black sons to mothers: Compliments, critiques, and challenges for cultural workers in education (pp. 219–234). New York, NY: Peter Lang.
  • Brown, M. C., Davis, G., & McClendon, S. (1999). Mentoring graduate students of color: Myths, models, and modes. Peabody Journal of Education, 74, 105–118.10.1207/s15327930pje7402_9
  • Caffarella, R. S., & Zinn, L. F. (1999). Professional development for faculty: A conceptual framework of barriers and supports. Innovative Higher Education, 23, 241–254.10.1023/A:1022978806131
  • Clance, P., & Imes, S. (1978). The imposter phenomenon in high achieving women: Dynamics and therapeutic intervention. Psychotherapy: Theory, Research and Practice, 15, 241–247.10.1037/h0086006
  • Clance, P. R., Dingman, D., Reviere, S. L., & Stober, D. R. (1995). Impostor phenomenon in an interpersonal/social context. Women and Therapy, 16, 79–96.10.1300/J015v16n04_07
  • Cook, B. J., & Cordova, D. I. (2006). Minorities in higher education 2006: Twenty-second annual status report. Washington, DC: American Council on Education.
  • Cozzarelli, C., & Major, B. (1990). Exploring the validity of the impostor phenomenon. Journal of Social and Clinical Psychology, 9, 401–417.10.1521/jscp.1990.9.4.401
  • Cowman, S., & Ferrari, J. (2001). Am I for real? Predicting impostor tendencies from self-handicapping and affective components. Social Behavior and Personality, 30, 119–126.
  • Dancy, T. E. (2010). Managing diversity: Re(visioning) equity on college campuses. New York, NY: Peter Lang.
  • Dancy, T. E., & Brown, M. C. (2011). The mentoring and induction of educators of color: Addressing impostor syndrome in academe. Journal of School Leadership, 21, 607–634.
  • Darling-Hammond, L. (1994). Professional development schools. New York, NY: Teachers College Press.
  • De la Luz Reyes, M., & Halcon, J. J. (1991). Practices of the academy: Barriers to access for Chicano academics. In P. G. Altbach & K. Lomotey (Eds.), The racial crisis in American higher education (pp. 167–186). Albany, NY: SUNY Press.
  • Delpit, L. (2006). Other’s people children: Cultural conflict in the classroom. New York, NY: The New Press.
  • Desjardins, P. J. (1993). Mentoring during the transition from graduate student to faculty member. Journal of Dental Education, 57, 301–305.
  • Donovan, J. (1990). The concept and role of mentor. Nurse Education Today, 10, 294–298.10.1016/0260-6917(90)90054-T
  • Ewing, K., Richardson, T., James-Myers, L., & Russell, R. (1996). The relationship between racial identity attitudes, worldview, and African American graduate students’ experience of the impostor phenomenon. Journal of Black Psychology, 22, 53–66.10.1177/00957984960221005
  • Ferrari, J. (2005). Impostor tendencies and academic dishonesty: Do they cheat their way to success? Social Behavior and Personality: An International Journal, 33, 11–18.10.2224/sbp.2005.33.1.11
  • Ferrari, J., & Thompson, T. (2005). Impostor fears: Links with self-presentational concerns and self-handicapping behaviors. Personality and Individual Differences, 40, 341–352.
  • Finkelstein, M. J. (1984). The American academic profession: A synthesis of social scientific inquiry since World War II. Columbus, OH: The Ohio State University Press.
  • Fishman, B. J., Marx, R. W., Best, S., & Tal, R. T. (2003). Linking teacher and student learning to improve professional development in systemic reform. Teaching and Teacher Education, 19, 643–658.10.1016/S0742-051X(03)00059-3
  • Fried-Buchalter, S. (1997). Fear of success, fear of failure, and the imposter phenomenon among male and female marketing managers. Sex Roles, 37, 847–859.10.1007/BF02936343
  • Friedman, P. K. (1992). Mentors: Who are they? Where are they? Do we need them? Journal of Dental Education, 56, 566–568.
  • Frierson, H. T. (1990). The situation of Black educational researchers: Continuation of a crisis. Educational Researcher, 19, 12–17.10.3102/0013189X019002012
  • Garcia, M. (Ed.). (2000). Succeeding in an academic career: A guide for faculty of color. Westport, CT: Greenwood Press.
  • Garcia, M., & Thompson, C. (1999). Hispanics as academics: The difficult road to equity. In A. Tashakkori & S. H. Ochoa (Eds.), Education of Hispanics in the United States: Politics, policies, and outcomes (pp. 223–246). New York, NY: AMS Press.
  • Garet, M., Porter, A., Desimone, L., Birman, B., & Yoon, K. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38, 915–945.10.3102/00028312038004915
  • Garza, H. (1988). The “barrioization” of Hispanic faculty. Educational Researcher, 69, 122–124.
  • Gibson-Beverly, G., & Schwartz, J. R. (2008). Attachment, entitlement, and the impostor phenomenon in female graduate students. Journal of College Counseling, 11, 119–132.10.1002/(ISSN)2161-1882
  • Grant, C., & Simmons, J. (2008). Narratives on experiences of African American women in the academy: Conceptualizing effective mentoring relationships of doctoral student and faculty. International Journal of Qualitative Studies in Education, 21, 501–517.10.1080/09518390802297789
  • Green, M. F. (1989). Minorities on campus: A handbook for enhancing diversity. Washington, DC: American Council on Education.
  • Guinier, L. (1997). Of gentlemen and role models. In A. K. Wing (Ed.), Critical race feminisim: A reader (pp. 73–80). New York, NY: New York University Press.
  • Harvey, W., & Scott-Jones, D. (1985). We can’t find any: The elusiveness of black faculty members in American higher education. Issues in Education, 3, 68–76.
  • Hayes, K. M., & Davis, S. F. (1993). Interpersonal flexibility, type A individuals, and the impostor phenomenon. Bulletin of the Psychonomic Society, 31, 323–325.10.3758/BF03334942
  • Hu-DeHart, E. (2000). Office politics and department culture. In M. Garcia (Ed.), Succeeding in an academic career: A guide for faculty of color (pp. 27–38). Westport, CT: Greenwood.
  • Hurtado, S., Milem, J., Clayton-Pedersen, A., & Allen, W. (1999). Enacting diverse learning environments: Improving the climate for racial/ethnic diversity in higher education ( ASHE-ERIC Higher Education Report No. 26-8). Washington, DC: George Washington University, School of Education & Human Development.
  • Jackson, K. W. (1991). Black faculty in academia. In P. G. Altbach & K. Lomotey (Eds.), The racial crisis in American higher education (pp. 135–148). Albany, NY: SUNY Press.
  • James, J., & Farmer, R. (1993). Spirit, space and survival: African American women in (White) academe. New York, NY: Routledge.
  • Jean-Marie, G., & Lloyd-Jones, B. (Eds.). (2011a). Women of color in higher education: Turbulent past, promising future. Diversity in higher education series (Vol. 9). Bingley: Emerald Group Publishing Limited.
  • Jean-Marie, G., & Lloyd-Jones, B. (Eds.). (2011b). Women of color in higher education: Contemporary perspectives and new directions. Diversity in higher education series (Vol. 10). Bingley: Emerald Group Publishing Limited.
  • Johnson, W., & Huwe, J. M. (2003). Getting mentored in graduate school. Washington, DC: American Psychological Association.
  • King, J., & Cooley, E. (1995). Achievement orientation and the impostor phenomenon among college students. Contemporary Educational Psychology, 20, 304–312.10.1006/ceps.1995.1019
  • Kumar, S., & Jagacinski, C. (2006). Imposters have goals too: The imposter phenomenon and its relationship to achievement goal theory. Personality and Individual Differences, 40, 147–157.10.1016/j.paid.2005.05.014
  • Laden, B. V. (2001). Hispanic-serving institutions: Myths and realities. Peabody Journal of Education, 76, 73–92.10.1207/S15327930PJE7601_05
  • Ladson-Billings, G. (2009). The dreamkeepers: Successful teachers of African American children. San Francisco, CA: Jossey-Bass.
  • Leary, M. R., Patton, K., Orlando, A., & Funk, W. (2000). The impostor phenomenon: Self-perceptions, reflected appraisals, and interpersonal strategies. Journal of Personality, 68, 725–756.10.1111/1467-6494.00114
  • Lee, W. (1999). Striving toward effective retention: The effect of race on mentoring African American students. Peabody Journal of Education, 74, 27–43.10.1207/s15327930pje7402_4
  • Little, J. W. (2002). Locating learning in teachers’ communities of practice: Opening up problems of analysis in records of everyday work. Teaching and Teacher Education, 18, 917–946.10.1016/S0742-051X(02)00052-5
  • Loucks-Horsley, S., Love, N., Stiles, K. E., Mundry, S., & Hewson, P. W. (2003). Designing professional development for teachers of science and mathematics education (2nd ed.). Thousand Oaks, CA: Corwin.
  • Luna, G., & Cullen, D. L. (1995). Empowering the faculty: Mentoring redirected and renewed ( ASHE-ERIC Higher Education Report No. 3). Washington, DC: The George Washington University, Graduate School of Education and Human Development.
  • McGregor, L., Gee, D. E., & Posey, K. E. (2008). I feel like a fraud and it depresses me: The relation between the impostor phenomenon and depression. Social Behavior and Personality: An International Journal, 36, 43–48.10.2224/sbp.2008.36.1.43
  • Menges, R. J., & Exum, W. H. (1983). Barriers to the progress of women and minority faculty. The Journal of Higher Education, 54, 123–144.10.2307/1981567
  • Merriam, S. B. (1983). Mentors and proteges: A critical review of the literature. Adult Education Quarterly, 33, 161–173.
  • Merriam, S. B., Thomas, T. K., & Zeph, C. P. (1987). Mentoring in higher education: What we know now. Review of Higher Education, 11, 199–210.
  • Mertz, N. T. (2011). Women of color faculty: Recruitment, hiring, and retention. In G. Jean-Marie & B. Lloyd-Jones (Eds.), Women of color in higher education: Contemporary perspectives and new directions. Diversity in higher education series (Vol. 10, pp. 41–71). Bingley: Emerald Group Publishing Limited.
  • Mickelson, M. L., & Oliver, M. L. (1991). Making the short list: Black candidates and the faculty recruitment process. In P. G. Altbach & K. Lomotey (Eds.), The racial crisis in American higher education (pp. 149–166). Albany, NY: SUNY Press.
  • Mitchell, R., & Edwards, K. (2010). Power, privilege, and pedagogy: Collegiate classrooms as sites to learn racial equality. In T. E. Dancy (Ed.), Managing diversity: (Re)visioning equity on college campuses (pp. 45–69). New York, NY: Peter Lang.
  • Mitchell, R., & Rosiek, J. (2006). Professor as embodied racial signifier: A case study of the significance of race in a university classroom. Review of Education, Pedagogy and Cultural Studies, 28, 395–409.10.1080/10714410600873274
  • Moody, J. (2004). Faculty diversity. Thousand Oaks, CA: Routledge Press.10.4324/9780203463741
  • Mullen, C. A. (2005). The mentorship primer. New York, NY: Peter Lang.
  • Murrell, A. J., Crosby, F. J., & Ely, R. J. (Eds.). (1999). Mentoring dilemmas: Developmental relationships within multicultural organizations. Mahwah, NJ: Lawrence Erlbaum.
  • Myers, S., & Turner, C. S. (1995, May). Minority faculty development project. Minneapolis, MN: Midwestern Higher Education Commission.
  • National Center for Education Statistics. (1997). Projections of education statistics to 2007. Washington, DC: U.S. Department of Education.
  • National Center for Education Statistics. (2009). Digest of education statistics ( NCES 2010–103). Washington, DC: U.S. Department of Education.
  • Niles, L. E. (1994). The impostor phenomenon among clinical psychologists: A study of attributional style and locus of control. Dissertation Abstracts International: Section B: The Sciences and Engineering, 55, 602.
  • Padilla, A. M. (1994). Ethnic minority scholars, research, and mentoring: Current and future issues. Educational Researcher, 23, 24–27.
  • Prate, J., & Gietzen, J. (2007). The impostor phenomenon in physician assistant graduates. The Journal of Physician Assistant Education, 18, 33–36.
  • Roche, G. R. (1979). Much ado about mentors. Harvard Business Review, 57, 14–28.
  • Ropers-Huilman, R., & Enke, K. A. E. (2010). Diversity and interdisciplinarity: Exploring complexities at the intersections of the academy. In T. E. Dancy (Ed.), Managing diversity: (Re)visioning equity on college campuses (pp. 11–24). New York, NY: Peter Lang.
  • Ross, S., Stewart, J., Mugge, M., & Fultz, B. (2001). The imposter phenomenon, achievement dispositions, and the five factor model. Personality and Individual Differences, 31, 1347–1355.10.1016/S0191-8869(00)00228-2
  • Rothblum, E. (1988). Leaving the ivory tower: Factors contributing to women’s voluntary resignation from academia. Frontiers: A Journal of Women Studies, 10, 14–17.10.2307/3346465
  • Schatzberg-Smith, K. (1988). Passing the torch: Mentoring and developmental education. Research and Teaching in Developmental Education, 5, 47–51.
  • Schoenfeld, C., & Magnan, R. (1994). Mentor in a manual: Climbing the academic ladder to tenure. Madison, WI: Magnan.
  • Scott, M. E. (1992). Designing effective mentoring programs: Historical perspectives and current issues. The Journal of Humanistic Education and Development, 30, 167–177.10.1002/(ISSN)2164-4683
  • Smith, E. P., & Davidson, W. S. (1992). Mentoring and the development of African American graduate students. Journal of College Student Development, 33, 531–539.
  • Solomon, L. C., & Wingard, T. L. (1991). The changing demographics: Problems and opportunities. In P. G. Altbach & K. Lomotey (Eds.), The racial crisis in American higher education (pp. 19–42). Albany, NY: SUNY Press.
  • Sonnak, C., & Towell, T. (2000). The impostor phenomenon in British university students: Relationships between self-esteem, mental health, parental rearing style and socioeconomic status. Personality and Individual Differences, 31, 863–874.
  • Stanley, C. A. (2006). Coloring the academic landscape: Faculty of color breaking the silence in predominantly White colleges and universities. American Educational Research Journal, 43, 701–736.10.3102/00028312043004701
  • Stoeber, J., & Otto, K. (2006). Positive conceptions of perfectionism: Approaches, evidence, challenges. Personality and Social Psychology Review, 10, 295–319.10.1207/pspr.2006.10.issue-4
  • Tack, M. W., & Patitu, C. L. (1992). Faculty job satisfaction: Women and minorities in peril. Washington, DC: ASHE-ERIC Higher Education Report, No. 4.
  • Tenenbaum, H. R., Crosby, F. J., & Gliner, M. D. (2001). Mentoring relationships in graduate school. Journal of Vocational Behavior, 59, 326–341.10.1006/jvbe.2001.1804
  • Thompson, T., Davis, H., & Davidson, J. (1998). Attributional and affective responses of impostors to academic success and failure outcomes. Personality and Individual Differences, 25, 381–396.10.1016/S0191-8869(98)00065-8
  • Thompson, T., Foreman, P., & Martin, F. (2000). Impostor fears and perfectionistic concern over mistakes. Personality and Individual Differences, 29, 629–647.10.1016/S0191-8869(99)00218-4
  • Tierney, W. G., & Bensimon, E. M. (1996). Promotion and tenure: Community and Socialization in Academe. New York, NY: SUNY Press.
  • Tillman, L. C. (2001). Mentoring African American faculty in predominantly White institutions. Research in Higher Education, 42, 295–325.10.1023/A:1018822006485
  • Tillman, L. C. (2003). Mentoring, reflection, and reciprocal journaling. Theory Into Practice, 42, 226–233.10.1207/s15430421tip4203_9
  • Turner, C. S. V. (2002). Women of color in academe: Living with multiple marginality. The Journal of Higher Education, 73, 74–93.10.1353/jhe.2002.0013
  • Turner, C. S. V., González, J., & Wood, J. L. (2008). Faculty of color in academe: What 20 years of literature tells us. Journal of Diversity in Higher Education, 1, 139–168.10.1037/a0012837
  • Turner, C. S. V., & Myers, S. (2000). Faculty of color in academe: Bittersweet success. Neednam Heights, MA: Allyn and Bacon.
  • Turner, C. S. V., Myers, S. L., & Creswell, J. W. (1999). Exploring underrepresentation: The case of faculty of color in the Midwest. The Journal of Higher Education, 70, 27–59.10.2307/2649117
  • TuSmith, B., & Reddy, M. (2002). Race in the college classroom: Pedagogy and politics. Piscataway, NJ: Rutgers University Press.
  • Stone, N., Nelson, J. R., & Niemann, J. (1994). Poor single-mother college students’ views on the effect of some primary sociological and psychological belief factors on their academic success. The Journal of Higher Education, 65, 571–584.10.2307/2943779
  • Washington, V., & Harvey, W. (1989). Affirmative rhetoric, negative action: African-American and Hispanic faculty at predominantly white institutions. Washington, DC: ASHE-ERIC Report No. 2.
  • Webster-Wright, A. (2009). Reframing professional development through understanding authentic professional learning. Review of Educational Research, 79, 702–739.10.3102/0034654308330970
  • Wilds, D. J., & Wilson, R. (1998). Sixteenth annual status report on minorities in higher education. Washington, DC: American Council on Education.
  • Williams, P. J. (1991). The alchemy of race and rights: Diary of a law professor. Cambridge, MA: Harvard University.
  • Wilson, S. M., & Berne, J. (1999). Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development. In A. Iran-Nejad & P.D. Pearson (Eds.), Review of Research in Education, 24, 173–209.
  • Zamani-Gallaher, E., Green, D., Brown, M. C., & Stovall, D. (2009). The case for affirmative action on campus: Concept of equity, considerations for practice. Sterling, VA: Stylus.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.