Journal Article•
Presumed Incompetent: The Intersections of Race and Class for Women in Academia
TL;DR: Presumed Incompetent as mentioned in this paper is a path breaking account of the intersecting roles of race, gender, and class in the working lives of women faculty of color, including hiring, promotion, tenure, and relations with students, colleagues, and administrators.
Abstract: Presumed Incompetent is a path breaking account of the intersecting roles of race, gender, and class in the working lives of women faculty of color. Through personal narratives and qualitative empirical studies, more than 40 authors expose the daunting challenges faced by academic women of color as they navigate the often hostile terrain of higher education, including hiring, promotion, tenure, and relations with students, colleagues, and administrators. The narratives are filled with wit, wisdom, and concrete recommendations, and provide a window into the struggles of professional women in a racially stratified but increasingly multicultural America.
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Journal Article•
TL;DR: In this paper, the authors develop a feminist ethics of care that challenges the isolating effects and embodied work conditions of high productivity in compressed time frames, and argue in favor of the slow scholarship movement.
Abstract: The neoliberal university requires high productivity in compressed time frames. Though the neoliberal transformation of the university is well documented, the isolating effects and embodied work conditions of such increasing demands are too rarely discussed. In this article, we develop a feminist ethics of care that challenges these working conditions. Our politics foreground collective action and the contention that good scholarship requires time: to think, write, read, research, analyze, edit, organize, and resist the growing administrative and professional demands that disrupt these crucial processes of intellectual growth and personal freedom. This collectively written article explores alternatives to the fast-paced, metric-oriented neoliberal university through a slow-moving conversation on ways to slow down and claim time for slow scholarship and collective action informed by feminist politics. We examine temporal regimes of the neoliberal university and their embodied effects. We then consider strategies for slowing scholarship with the objective of contributing to the slow scholarship movement. This slowing down represents both a commitment to good scholarship, teaching, and service and a collective feminist ethics of care that challenges the accelerated time and elitism of the neoliberal university. Above all, we argue in favor of the slow scholarship movement and contribute some resistance strategies that foreground collaborative, collective, communal ways forward.
518 citations
TL;DR: It is found that women-led work tends to be undercited relative to expectations and this imbalance is driven largely by the citation practices of men and is increasing over time as the field diversifies.
Abstract: Similarly to many scientific disciplines, neuroscience has increasingly attempted to confront pervasive gender imbalances. Although publishing and conference participation are often highlighted, recent research has called attention to the prevalence of gender imbalance in citations. Because of the downstream effects of citations on visibility and career advancement, understanding the role of gender in citation practices is vital for addressing scientific inequity. Here, we investigate whether gendered patterns are present in neuroscience citations. Using data from five top neuroscience journals, we find that reference lists tend to include more papers with men as first and last author than would be expected if gender were unrelated to referencing. Importantly, we show that this imbalance is driven largely by the citation practices of men and is increasing over time as the field diversifies. We assess and discuss possible mechanisms and consider how researchers might approach these issues in their own work.
299 citations
TL;DR: This paper examined the mentoring experiences of 58 underrepresented minority (URM) faculty at 22 research-extensive institutions and found that life course practices geared toward accumulating social capital are critical, major barriers are linked to the undervaluing of faculty research areas and community-engaged scholarly commitments.
Abstract: This article examines the mentoring experiences of 58 underrepresented minority (URM) faculty at 22 research-extensive institutions. Drawing on in-depth interviews and focus group data, participants discussed the importance of mentoring across the life course, the ideal attributes of mentoring relationships, the challenges to effective mentoring, and the role of political guidance. These data elicited three main themes regarding mentoring: (a) Life course practices geared toward accumulating social capital are critical, (b) major barriers are linked to the undervaluing of faculty research areas and community-engaged scholarly commitments, and (c) connections with mentors who understand the struggles specific to URMs at predominantly White institutions (PWIs) can assist with retention and success. This study provides a roadmap for shifting how we engage with URM faculty and strategies and knowledge to assess the effectiveness of mentoring to increase the retention of URM faculty.
211 citations
TL;DR: For instance, this article pointed out that intersectional positions within the range of sexual minority identities articulate with multiple other dimensions of identity, including gender, racial ethnicity, socioeconomic status, and age.
Abstract: Psychology’s engagement with an intersectional perspective on social identities continues to grow. This special issue is significant in its use of intersectionality to complicate thinking about sexual orientation as a singular, homogenous category. Furthermore, it spotlights how intersectional positions within the range of sexual minority identities articulate with multiple other dimensions of identity, including gender, racial ethnicity, socioeconomic status, and age. In addition to recognizing the important contributions of this issue’s authors, in this commentary we relate their efforts to current trends in intersectionality research, including the contrasting ways intersectionality is applied in psychology. We observe that the authors portray intersectionality as either primarily concerned with multiple marginalized identities or as a more generalized theory of identity, and the authors use intersectionality as a framework, a theory, and an approach to social justice. We then address critiques of intersectionality theory that appear in the field of feminist/gender studies, showing how articles in this special issue both exemplify and challenge those critiques. Last, we focus on next steps in intersectionality research, focusing especially on the question of how intersectionality can best inform theory and methods in psychology.
185 citations
TL;DR: It is found that reference lists tend to include more papers with men as first and last author than would be expected if gender were not a factor in referencing, and this overcitation of men and undercitation of women is driven largely by the citation practices of men, and is increasing over time as the field becomes more diverse.
Abstract: Like many scientific disciplines, neuroscience has increasingly attempted to confront pervasive gender imbalances within the field. While much of the conversation has centered around publishing and conference participation, recent research in other fields has called attention to the prevalence of gender bias in citation practices. Because of the downstream effects that citations can have on visibility and career advancement, understanding and eliminating gender bias in citation practices is vital for addressing inequity in a scientific community. In this study, we sought to determine whether there is evidence of gender bias in the citation practices of neuroscientists. Using data from five top neuroscience journals, we find that reference lists tend to include more papers with men as first and last author than would be expected if gender were not a factor in referencing. Importantly, we show that this overcitation of men and undercitation of women is driven largely by the citation practices of men, and is increasing over time as the field becomes more diverse. We develop a co-authorship network to assess homophily in researchers9 social networks, and we find that men tend to overcite men even when their social networks are representative. We discuss possible mechanisms and consider how individual researchers might address these findings in their own practices.
177 citations
Cites background from "Presumed Incompetent: The Intersect..."
...), given both the intersectional discrimination of women in the academy (56) and the aspiration to address social inequities in the field more broadly....
[...]
References
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Book•
01 Jan 1952
TL;DR: Fanon's Black Skin, White Masks as discussed by the authors is a major influence on civil rights, anti-colonial, and black consciousness movements around the world, and is the unsurpassed study of the black psyche in a white world.
Abstract: A major influence on civil rights, anti-colonial, and black consciousness movements around the world, Black Skin, White Masks is the unsurpassed study of the black psyche in a white world. Hailed for its scientific analysis and poetic grace when it was first published in 1952, the book remains a vital force today. "[Fanon] demonstrates how insidiously the problem of race, of color, connects with a whole range of words and images." -- Robert Coles, The New York Times Book Review
7,155 citations
TL;DR: Research shows that this threat dramatically depresses the standardized test performance of women and African Americans who are in the academic vanguard of their groups, that it causes disidentification with school, and that practices that reduce this threat can reduce these negative effects.
Abstract: A general theory of domain identification is used to describe achievement barriers still faced by women in advanced quantitative areas and by African Americans in school. The theory assumes that sustained school success requires identification with school and its subdomains; that societal pressures on these groups (e.g., economic disadvantage, gender roles) can frustrate this identification; and that in school domains where these groups are negatively stereotyped, those who have become domain identified face the further barrier of stereotype threat, the threat that others' judgments or their own actions will negatively stereotype them in the domain. Research shows that this threat dramatically depresses the standardized test performance of women and African Americans who are in the academic vanguard of their groups (offering a new interpretation of group differences in standardized test performance), that it causes disidentification with school, and that practices that reduce this threat can reduce these negative effects.
6,069 citations
"Presumed Incompetent: The Intersect..." refers background in this paper
...As psychologist Claude Steele’s research indicates, for instance, even the fear that one will be judged according to extant stereotypes can depress academic performance (Steele 1997)....
[...]
Book•
01 Jan 1981
TL;DR: The Mismeasure of man was immediately hailed as a masterwork, the ringing answer to those who would classify people, rank them according to their supposed genetic gifts and limits, and yet the idea of innate limits-of biology as destiny-dies hard, as witness the attention devoted to The Bell Curve, whose arguments are here so effectively anticipated and thoroughly undermined by Stephen Jay Gould.
Abstract: When published in 1981, The Mismeasure of Man was immediately hailed as a masterwork, the ringing answer to those who would classify people, rank them according to their supposed genetic gifts and limits. And yet the idea of innate limits-of biology as destiny-dies hard, as witness the attention devoted to The Bell Curve, whose arguments are here so effectively anticipated and thoroughly undermined by Stephen Jay Gould. In this edition Dr. Gould has written a substantial new introduction telling how and why he wrote the book and tracing the subsequent history of the controversy on innateness right through The Bell Curve. Further, he has added five essays on questions of The Bell Curve in particular and on race, racism, and biological determinism in general. These additions strengthen the book's claim to be, as Leo J. Kamin of Princeton University has said, "a major contribution toward deflating pseudo-biological 'explanations' of our present social woes."
3,879 citations
Book•
01 Jan 1985
TL;DR: McCloskey as discussed by the authors describes how economic discourse employs metaphor, authority, symmetry, and other rhetorical means of persuasion, showing economists to be human persuaders and poets of the marketplace, even in their most technical and mathematical moods.
Abstract: In this revised second edition, Deirdre McCloskey demonstrates how economic discourse employs metaphor, authority, symmetry and other rhetorical means of persuasion. ""The Rhetoric of Economics"" shows economists to be human persuaders and poets of the marketplace, even in their most technical and mathematical moods. It is further enhanced by three new chapters and two new bibliographies.
2,068 citations
Book•
01 Jun 2009
TL;DR: In this paper, higher education scholars Sheila Slaughter and Gary Rhoades detail the aggressive engagement of U.S. higher education institutions in the knowledge-based economy and analyze the efforts of colleges and universities to develop, market, and sell research products, educational services, and consumer goods in the private marketplace.
Abstract: As colleges and universities become more entrepreneurial in a post-industrial economy, they focus on knowledge less as a public good than as a commodity to be capitalized on in profit-oriented activities. In Academic Capitalism and the New Economy, higher education scholars Sheila Slaughter and Gary Rhoades detail the aggressive engagement of U.S. higher education institutions in the knowledge-based economy and analyze the efforts of colleges and universities to develop, market, and sell research products, educational services, and consumer goods in the private marketplace. Slaughter and Rhoades track changes in policy and practice, revealing new social networks and circuits of knowledge creation and dissemination, as well as new organizational structures and expanded managerial capacity to link higher education institutions and markets. They depict an ascendant academic capitalist knowledge/learning regime expressed in faculty work, departmental activity, and administrative behavior. Clarifying the regime's internal contradictions, they note the public subsidies embedded in new revenue streams and the shift in emphasis from serving student customers to leveraging resources from them. Defining the terms of academic capitalism in the new economy, this groundbreaking study offers essential insights into the trajectory of American higher education.
1,929 citations