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Race, Gender, and the 21st Century Academy: A Feminist Critique

Derrick Hughes

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Published in Sisterlocking Discoarse: Race Gender And The Twenty First Century Academy (SUNY In Feminist Criticism And Theory)

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The academy has long been a site of struggle over race, gender, and power. In the 21st century, these struggles continue to shape the experiences of students, faculty, and staff of color and women in higher education.

One of the most significant challenges facing the academy today is the persistent underrepresentation of women and people of color in faculty and leadership positions. According to a 2021 study by the American Council on Education, women make up only 39% of full-time faculty at degree-granting institutions in the United States, and people of color make up only 28%. This underrepresentation is even more pronounced in STEM fields, where women and people of color are significantly less likely to be employed as faculty members or to receive tenure.

Sisterlocking Discoarse: Race Gender and the Twenty First Century Academy (SUNY in Feminist Criticism and Theory)

Sisterlocking Discoarse: Race, Gender, and the Twenty-First-Century Academy (SUNY series in Feminist Criticism and Theory)

by Valerie Lee

4.4 out of 5

Language	:	English
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The underrepresentation of women and people of color in the academy is not simply a matter of numbers. It is also a reflection of the ways in which race and gender continue to be used to shape and limit opportunities for these groups in higher education.

For example, women and people of color are often subjected to bias and discrimination in the hiring, promotion, and tenure processes. They are also more likely to be assigned to teaching positions that are less prestigious and less well-paid than those held by white men. In addition, women and people of color are often underrepresented in academic leadership positions, such as department chairs, deans, and presidents.

The underrepresentation of women and people of color in the academy has a number of negative consequences. First, it limits the diversity of perspectives and experiences that are represented in the classroom and in research. This can lead to a less vibrant and intellectually stimulating learning environment for all students. Second, the underrepresentation of women and people of color in the academy perpetuates the stereotype that these groups are not as capable or qualified as white men. This can have a negative impact on the self-esteem and career aspirations of women and people of color. Third, the underrepresentation of women and people of color in the academy makes it more difficult for these groups to achieve their full potential and contribute to society.

The feminist critique of the academy has played a major role in raising awareness of the challenges faced by women and people of color in higher education. Feminist scholars have documented the ways in which race and gender are used to shape and limit opportunities for these groups. They have also developed strategies for challenging these constructions and creating more equitable and inclusive academic environments.

One of the most important contributions of feminist scholars has been their development of the concept of intersectionality. Intersectionality is a theoretical framework that recognizes that race, gender, class, and other social identities are not mutually exclusive, but rather intersect and interact to shape our experiences. This framework has helped to shed light on the complex ways in which women and people of color are marginalized in the academy and in society as a whole.

Feminist scholars have also developed a number of strategies for challenging the underrepresentation of women and people of color in the academy. These strategies include:

Increasing the recruitment and retention of women and people of color in faculty and leadership positions.
Providing mentoring and support for women and people of color in the academy.
Challenging bias and discrimination in the hiring, promotion, and tenure processes.
Creating more inclusive and welcoming academic environments for women and people of color.

The feminist critique of the academy has made a significant contribution to our understanding of the challenges faced by women and people of color in higher education. It has also provided us with a framework for challenging these challenges and creating more equitable and inclusive academic environments.

Recommendations for Creating More Equitable and Inclusive Academic Environments

The following recommendations are based on the research and insights of feminist scholars. They are intended to help create more equitable and inclusive academic environments for women and people of color:

Increase the recruitment and retention of women and people of color in faculty and leadership positions.
Provide mentoring and support for women and people of color in the academy.
Challenge bias and discrimination in the hiring, promotion, and tenure processes.
Create more inclusive and welcoming academic environments for women and people of color.
Support the work of feminist scholars and activists who are working to create more equitable and inclusive academic environments.

By implementing these recommendations, we can create more equitable and inclusive academic environments for women and people of color. This will benefit all students, faculty, and staff, and will help to create a more just and equitable society.

Sisterlocking Discoarse: Race, Gender, and the Twenty-First-Century Academy (SUNY series in Feminist Criticism and Theory)

by Valerie Lee

4.4 out of 5