First things first: Black women situating identity in the first-year faculty experience

References

• Agosto, V., Z. Karanxha, A. Unterreiner, D. Cobb-Roberts, T. Esnard, K. Wu, and M. Beck. 2016. “Running Bamboo: A Mentoring Network of Women Intending to Thrive in Academia.” NASPA Journal about Women in Higher Education 9 (1): 74–89. doi:10.1080/19407882.2015.1124785.
   Google Scholar
• Allen, E. L., and N. M. Joseph. 2018. “The Sistah Network: Enhancing the Educational and Social Experiences of Black Women in the Academy.” NASPA Journal about Women in Higher Education 11 (2): 151–170. doi:10.1080/19407882.2017.1409638.
   Google Scholar
• Alston, J.A. 2012. “Standing on the Promises: A New Generation of Black Women Scholars in Educational Leadership and Beyond.” International Journal of Qualitative Studies in Education (QSE) 25 (1): 127–129. doi:10.1080/09518398.2011.647725.
   Google Scholar
• Alston, Judy A., and Patricia A. McClellan. 2011. Herstories: Leading with the Lessons of the Lives of Black Women Activists. New York: Peter Lang.
   Google Scholar
• Austin, Sierra J. 2012. ““A Man Is Only a Man among Other Men, but to His Woman He Is All Things”: Hip Hop Video Vixens’ Impact on Singleness Crisis Rhetoric.” Journal of Research on Women and Gender 3 (1): 1–24.
   Google Scholar
• Baldwin, A. N., and R. Johnson. 2018. “Black Women’s Co-mentoring Relationships as Resistance to Marginalization at a PWI.” In Black Women’s Liberatory Pedagogies: Resistance, Transformation, and Healing within and beyond the Academy, edited by O. N. Perlow, D. I. Wheeler, S. L. Bethea, and B. M. Scott, 125–140. Cham, Switzerland: Palgrave Macmillan.
   Google Scholar
• Brown, R. N. 2006. “Mentoring on the Borderlands: Creating Empowering Connections between Adolescent Girls and Young Women Volunteers.” Human Architecture: Journal of the Sociology of Self - Knowledge 4: 105–121.
   Google Scholar
• Collins, P. H. 1986. “Learning from the Outsider Within: The Sociological Significance of Black Feminist Thought.” Social Problems 33 (6): S14–S32. doi:10.2307/800672.
   Web of Science ®Google Scholar
• Collins, Patricia Hill. 2000. Black Feminist Thought: Knowledge, Consciousness, and the Politics of Empowerment. Rev. 10th anniversary ed. New York: Routledge.
   Google Scholar
• Cooper, Anna J. 1892. A Voice from the South: By A Black Woman of the South. Xenia, Ohio: Aldine Printing House.
   Google Scholar
• Creswell, John W. 2009. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. 3rd ed. Thousand Oaks, California: Sage Publications
   Google Scholar
• Creswell, John W., and Cheryl N. Poth. 2018. Qualitative Inquiry and Research Design: Choosing among Five Approaches. Fourth Edition. Thousand Oaks, CA: SAGE Publications.
   Google Scholar
• Croom, N., and L. Patton. 2012. “The Miner’s Canary: A Critical Race Perspective on the Representation of Black Women Full Professors.” Negro Educational Review 62-63 (1–4): 13–39.
   Google Scholar
• Croom, N. N. 2017. “Promotion beyond Tenure: Unpacking Racism and Sexism in the Experiences of Black Womyn Professors.” Review of Higher Education 40 (4): 557–583. doi:10.1353/rhe.2017.0022.
   Web of Science ®Google Scholar
• Dancy, T. E., and G. Jean-Marie. 2014. “Faculty of Color in Higher Education: Exploring the Intersections of Identity, Impostorship, and Internalized Racism.” Mentoring & Tutoring: Partnership in Learning 22 (4): 354–372. doi:10.1080/13611267.2014.945736.
   Google Scholar
• Davis, D. J., R. Reynolds, and T. Bertrand Jones. 2011. “Promoting the Inclusion of Tenure Earning Black Women in Academe: Lessons for Leaders in Education.” Florida Journal of Educational Administration & Policy 5 (1): 28–41.
   Google Scholar
• Dickens, D. D., and E. L. Chavez. 2018. “Navigating the Workplace: The Costs and Benefits of Shifting Identities at Work among Early Career U.S. Black Women.” Sex Roles 78 (11–12): 760–774. doi:10.1007/s11199-017-0844-x
   Google Scholar
• Dillard, C. B. 2000. “The Substance of Things Hoped For, the Evidence of Things Not Seen: Examining an Endarkened Feminist Epistemology in Educational Research and Leadership.”.” International Journal of Qualitative Studies in Education 13 (6): 661–681. doi:10.1080/09518390050211565.
   Google Scholar
• Dixson, A. D., T. K. Chapman, and D. A. Hill. 2005. “Research as an Aesthetic Process: Extending the Portraiture Methodology.” Qualitative Inquiry 11 (1): 16–26. doi:10.1177/1077800404270836.
   Web of Science ®Google Scholar
• Doharty, N. 2020. “The ‘Angry Black Woman’ as Intellectual Bondage: Being Strategically Emotional on the Academic Plantation.” Race Ethnicity and Education 23 (4): 548–562. doi:10.1080/13613324.2019.1679751.
   Web of Science ®Google Scholar
• Esnard, Talia, and Deirdre Cobb-Roberts. 2018. Black Women, Academe, and the Tenure Process in the United States and the Caribbean. Cham, Switzerland: Springer.
   Google Scholar
• Evans, G. L., and K. O. Cokley. 2008. “African American Women and the Academy: Using Career Mentoring to Increase Research Productivity.” Training and Education in Professional Psychology 2 (1): 50–57. doi:10.1037/1931-3918.2.1.50.
   Web of Science ®Google Scholar
• Gregory, S. T. 2001. “Black Faculty Women in the Academy: History, Status, and Future.” Journal of Negro Education 70 (3): 124–138. doi:10.2307/3211205.
   Google Scholar
• Gutiérrez y Muhs, Gabriella, Yolanda Flores Niemann, Carmen G. González, and Angela P. Harris. 2012. Presumed Incompetent: The Intersections of Race and Class for Women in Academia. Boulder: University Press of Colorado.
   Google Scholar
• Hackmann, D. G. 2002. “Using Portraiture in Educational Leadership Research.” International Journal of Leadership in Education 5 (1): 51–60. doi:10.1080/13603120110057109.
   Google Scholar
• Haynes, C., N. M. Joseph, L. D. Patton, S. Stewart, and E. L. Allen. 2020. “Toward an Understanding of Intersectionality Methodology: A 30-year Literature Synthesis of Black Women’s Experiences in Higher Education.” Review of Educational Research 90 (6): 751–787. doi:10.3102/0034654320946822.
   Web of Science ®Google Scholar
• Hill, Lauryn. 1998. “Doo-Wop (That Thing).” In The Miseducation of Lauryn Hill [Sound Recording]. New York: Ruff House/Columbia.
   Google Scholar
• Holmes, S. L., L. Danley Land, and V. D. Hinton-Hudson. 2007. “Race Still Matters: Considerations for Mentoring Black Women in Academe.” The Negro Educational Review 58 (1–2): 105–129.
   Google Scholar
• Hooks, bell. 1994. Teaching to Transgress Education as the Practice of Freedom. New York: Routledge.
   Google Scholar
• Hooks, bell. 2000. Feminist Theory: From Margin to Center. 2nd ed. London: Pluto.
   Google Scholar
• Horsford, S. D., and L. C. Tillman. 2012. “Inventing Herself: Examining the Intersectional Identities and Educational Leadership of Black Women in the USA.” International Journal of Qualitative Studies in Education 25 (1): 1–9. doi:10.1080/09518398.2011.647727.
   Google Scholar
• Jones, T. B., and L. Osborne-Lampkin. 2013. “Black Female Faculty Success and Early Career Professional Development.” Negro Educational Review 64 (1–4): 59–75.
   Google Scholar
• Lawrence-Lightfoot, Sara. 1983. The Good High School: Portraits of Character and Culture. New York: Basic Books.
   Google Scholar
• Lawrence-Lightfoot, Sara, and Jessica Hoffmann Davis. 1997. The Art and Science of Portraiture. 1st ed. San Francisco: Jossey-Bass.
   Google Scholar
• Lindholm, J. A., and H. S. Astin. 2006. “Understanding the “Interior” Life of Faculty: How Important Is Spirituality?” Religion & Education 33 (2): 64–90. doi:10.1080/15507394.2006.10012377.
   Google Scholar
• Lloyd-Jones, B. 2014. “African-American Women in the Professoriate: Addressing Social Exclusion and Scholarly Marginalization through Mentoring.” Mentoring & Tutoring: Partnership in Learning 22 (4): 269–283. doi:10.1080/13611267.2014.945737.
   Google Scholar
• Lorde, Audre. 1984. Sister Outsider: Essays and Speeches. Trumansburg: Crossing Press.
   Google Scholar
• Marshall, A. 1994. “Sensuous Sapphires: A Study of the Social Construction of Black Female Sexuality.” In Researching Women’s Lives from a Feminist Perspective, edited by M. Maynard and J. Purvis, Vol. 19, 106–124. London: Taylor & Francis
   Google Scholar
• Merriam, Sharan B., and Elizabeth J. Tisdell. 2015. Qualitative Research: A Guide to Design and Implementation. 4th ed. San Francisco: John Wiley & Sons.
   Google Scholar
• Morton, B. C., and E. Gil. 2019. “Not a Solo Ride: Co-constructed Peer Mentoring for Early-career Educational Leadership Faculty.” International Journal of Mentoring and Coaching in Education 8 (4): 361–377. doi:10.1108/IJMCE-02-2019-0026.
   Web of Science ®Google Scholar
• Niemann, Yolanda Flores, Gabriella Gutiérrez y Muhs, and Carmen G. González, eds. 2020. Presumed Incompetent II: Race, Class, Power, and Resistance of Women in Academia. Louisville: University Press of Colorado.
   Google Scholar
• Overstreet, M. 2019. “My First Year in Academia or the Mythical Black Woman Superhero Takes on the Ivory Tower.” Journal of Women and Gender in Higher Education 12 (1): 18–34. doi:10.1080/19407882.2018.1540993.
   Google Scholar
• Patton, L. D., and C. Catching. 2009. “‘Teaching while Black’: Narratives of African American Student Affairs Faculty.” International Journal of Qualitative Studies in Education (QSE) 22 (6): 713–728. doi:10.1080/09518390903333897.
   Google Scholar
• Peters, April. 2011. “Black Women Faculty in Educational Leadership: Unpacking Their Silence in Research.” In Women of Color in Higher Education: Turbulent Past, Promising Future, edited by G. Jean-Marie and B. Lloyd-Jones, 147–167. Bingley: Emerald Publishing Limited.
   Google Scholar
• Porter, C. J., C. M. Moore, G. J. Boss, T.J. Davis, and D. A. Louis. 2020. “To Be Black Women and Contingent Faculty: Four Scholarly Personal Narratives.” The Journal of Higher Education 91 (5): 674–697. doi:10.1080/00221546.2019.1700478.
   Web of Science ®Google Scholar
• Saldaña, Johnny. 2016. The Coding Manual for Qualitative Researchers. 3rd ed. Los Angeles, CA: SAGE.
   Google Scholar
• Thomas, G. D., and C. Hollenshead. 2001. “Resisting from the Margins: The Coping Strategies of Black Women and Other Women of Color Faculty Members at a Research University.” The Journal of Negro Education 70 (3): 166–175. doi:10.2307/3211208.
   Google Scholar
• Tillman, L. C. 2001. “Mentoring African American Faculty in Predominantly White Institutions.” Research in Higher Education 42 (3): 295–325. doi:10.1023/A:1018822006485.
   Web of Science ®Google Scholar
• Tillman, L.C. 2012. “Inventing Ourselves: An Informed Essay for Black Female Scholars in Educational Leadership.” International Journal of Qualitative Studies in Education (QSE) 25 (1): 119–126. doi:10.1080/09518398.2011.647728.
   Google Scholar
• Turner, C. S. V. 2002. “Women of Color in Academe: Living with Multiple Marginality.” Journal of Higher Education 73 (1): 74–93.
   Web of Science ®Google Scholar
• U.S. Department of Education, National Center for Education Statistics. 2020. “The Condition of Education 2020 (NCES 2020-144), Characteristics of Postsecondary Faculty.” https://nces.ed.gov/fastfacts/display.asp?id=61
   Google Scholar
• Walters, K. L., C. Maliszewski Lukszo, T. Evans-Campbell, R. B. Valdez, and R. E. Zambrana. 2019. “‘Before They Kill My Spirit Entirely’: Insights into the Lived Experiences of American Indian Alaska Native Faculty at Research Universities.” Race Ethnicity and Education 22 (5): 610–633. doi:10.2307/3211208.
   Web of Science ®Google Scholar
• Williams, D. G., and V. Evans-Winters. 2005. “The Burden of Teaching Teachers: Memoirs of Race Discourse in Teacher Education.” The Urban Review 37 (3): 201–219. doi:10.1007/s11256-005-0009-z.
   Google Scholar