Auto/Ethnography: Rewriting the Self and the Social

In a collaborative autoethnographic process, we, three foreign-born female professors from the Republic of Trinidad and Tobago, Kenya, and Korea explore how our personal status as immigrant women of color and social–institutional factors in US higher education affect our experiences in the academy. Based on experiences as graduate students and later as faculty and leaders, we trace the development of three empowering and transforming navigational strategies we utilized to survive and thrive at a US institution – exploiting multifocal lenses, reconfiguring identities, and engaging tempered radicalism. We discuss how the cultivation of a unique standpoint as outsiders/within can be a valuable resource for foreign-born women of color to advance active research agendas and to leverage their position in the academy.

Exploiting the margins in higher education: a collaborative autoethnography of three foreign-born female faculty of color

Through the exercise of collaborative autoethnography, we propose intentional and purposeful dialogue can act as a pathway for transformative learning. We seek to first deepen our understandings of...

Collaborative Autoethnography as a Pathway for Transformative Learning

London, Sage Publications, 2007, x + 142 pp., $22.99 (paperback), ISBN 978‐1‐4129‐2183‐1 Leadership and Diversity: Challenging Theory and Practice in Education is a new addition to the numerous tit...

Leadership and diversity: challenging theory and practice in education, by Jacky Lumby and Marianne Coleman

This study examines academic isolation—an involuntary perceived separation from the academic field to which one aspires to belong, associated with a perceived lack of agency in terms of one’s engag...

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Isolation in globalizing academic fields: a collaborative autoethnography of Early Career Researchers

In this collaborative autoethnography, we explored how 14 academic and administrative leaders of color working in faith-based higher education have experienced personal and professional mentoring, and how mentoring experiences have influenced their leadership development. All participants identified a wide array of developmental relationships that had contributed to their leadership development, although not all of the relationships were labeled as mentoring. Whereas female participants (11 in total) relied on these relationships primarily for psychosocial support, three male participants had more actively sought out mentoring relationships to develop career skills and expand their professional network. Particularly, for the female participants, mentoring took place mostly outside their professional settings. We argue that personal and institutional factors contributed to the participants’ limited access to professional mentoring within their higher education contexts. This collaborative autoethnography p...

Leadership Development through Mentoring in Higher Education: A Collaborative Autoethnography of Leaders of Color

This article discusses the utility of two frameworks, the Seal of Excelencia Framework and the Multidimensional Conceptual Framework for Understanding Servingness in Hispanic-Serving Institutions (HSIs), for critically assessing HSIs. Two HSIs, University of Arizona (UA) and University of Central Florida (UCF), discuss their engagement of these frameworks, insights, and actions that resulted, and offer recommendations for the use and expansion of these frameworks. 

Marla A. Franco

Papers

Leadership Development through Mentoring in Higher Education: A Collaborative Autoethnography of Leaders of Color

Centering servingness : Framework‐informed assessment of Hispanic‐Serving Institutions