Title

Everyday Resistance Strategies by Minoritized Faculty

Published In

Journal of Diversity in Higher Education

Document Type

Citation

Publication Date

2019

Abstract

This article presents the results of a critical in-depth phenomenological interviewing (CIPI) method conducted with minoritized faculty (N = 6) in the discipline of Counselor Education at predominantly White research-intensive institutions. The purpose of the investigation was to ascertain strategies used by these faculty when confronting institutional forms of oppression. After conducting a connective and generative analysis of full phenomenological profiles resulting from CIPI, 5 distinct strategies emerged: (a) sustained service, (b) self-love, (c) mentoring as resistance, (d) talking back, and (e) subversive (re)readings. These strategies are viewed through a critical race feminist theoretical lens and discussed in connection to existing literature. Participants’ strategies hold unique implications for institutional response to enduring forms of oppression, developments in doctoral training and professional development, and innovative approaches to mentorship programs.

Description

© 2019 American Psychological Association.

DOI

10.1037/dhe0000090

Persistent Identifier

https://archives.pdx.edu/ds/psu/29339

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