Index
ISBN: 978-1-83753-495-1, eISBN: 978-1-83753-494-4
Publication date: 30 October 2023
This content is currently only available as a PDF
Citation
(2023), "Index", Jean-Marie, G. and Tran, H. (Ed.) Leadership in Turbulent Times (Studies in Educational Administration), Emerald Publishing Limited, Leeds, pp. 183-187. https://doi.org/10.1108/978-1-83753-494-420231013
Publisher
:Emerald Publishing Limited
Copyright © 2023 Gaëtane Jean-Marie and Henry Tran. Published under exclusive licence by Emerald Publishing Limited
INDEX
Academic institutions, case studies of black women as leaders of
, 57–58
Academic leadership, boundaries of
, 55–56
Achievement gap
, 68
Affiliation questions
, 86
Affinity group support
, 76–77
American Association of Community Colleges (AACC)
, 55
American Association of University Women (AAUW)
, 60
American Council on Education (ACE)
, 52, 55
Andre Walker Hair Typing System, The
, 123
Anti-deficit approach
, 38–39
Artificial intelligence (AI)
, 1–2
Autoethnography
, 100–101
Belonging
, 68
Bias
, 127–129
Bisexuality
, 84–85
in academy
, 87–93
Black, Indigenous, and people of color (BIPOC)
, 4, 9–10
Black and Hispanic Engineering Faculty (BHEF)
, 159, 164
Black feminist autoethnographic methods (BFA methods)
, 100
Black Feminist Thought (BFT)
, 100–101, 143, 146, 149
and black women working within HWIs
, 148
Black hair
, 122
bias
, 127–129
framing aesthetics
, 122–123
#BlackWomenAtWork
findings
, 101–108
invisibility of black women in higher education
, 99
literature review
, 98–99
methods
, 100–101
persistence and coping strategies
, 99–100
Black womanhood
, 100–101
Black women
, 52, 55, 122
bias
, 127–129
case studies of black women as leaders of academic institutions
, 57–58
cultural taxation of
, 105–106
dangers of organizational norms for
, 123–125
experiences
, 98
faculty and staff experiences
, 143–145
framing aesthetics of black hair and hair texture
, 122–123
in higher education
, 142, 145–146
at HWIs
, 97
implications
, 108–109
implicit bias
, 129–132
importance of black women’s culture
, 147–148
invisibility of black women in higher education
, 99
life as
, 125–127
literature review
, 143–145
as outsiders
, 57
paradox of position for
, 103–104
protecting
, 132–134
Borderlands
, 56
Change model
, 21
Chief Diversity Officers (CDOs)
, 15, 29
as change leader in higher education
, 29–30
Circulation questions
, 86
Class
, 68
Coded gaze
, 1–2
Conceptual perspective
, 18–19
Coping strategies
, 99–100
Covid-19 pandemic
, 4
Create a Respectful and Open Workplace for Natural Hair Act (CROWN Act)
, 133
Credibility of Black woman
, 126
Crenshaw, K.
, 111–113
Critical discourse analysis (CDA)
, 164–165
Critical Race Theory (CRT)
, 143, 146, 149
and black women within HWIs
, 148–149
Cultural competence
, 8
Cultural taxation of black women
, 105–106
Culture
, 22–23
Data analysis
, 43
Data collection
, 42–43
Dean of Women
, 39
Democratic-transformational style of leadership
, 24
Dialogical narrative analysis (DNA)
, 86
Digital mirror
, 1–2
Discrimination in workplace
, 161–162
Disparate impact
, 162
Disparate treatment
, 162
Disproportional impact of seemingly “neutral” policies
, 162–164
Distinctive black woman’s standpoint
, 106–108
Diversity
, 69, 122
Diversity, equity, and inclusion (DEI)
, 1–3, 122
change
, 15
in higher education
, 4, 15
initiatives
, 102
issues
, 14
social justice to
, 4
Diversity and inclusion (D&I)
, 157–158
organizational and performance benefits
, 160–161
Diversity hire
, 150
Double minoritized status
, 145–146
Effective leadership
, 23–24
Employee Resource Groups (ERG)
, 77
Engineer
, 159
Equitable pay
, 75–76
Equity
, 68, 158–159
Ethnodrama
, 86
bisexuality in academy
, 87–93
characters
, 86–87
data analysis
, 86
higher education and sexual coding of spaces
, 85–86
prologue
, 87
(re) production of space
, 84–85
Excellence
, 158–159
Exit interviews
, 77
Faculty
, 83–84, 143–144
diversity
, 161
Family
, 44–45
Far-reaching change
, 21
Feminism
, 51–52
Feminist leadership
, 52
Finance, operations, and administration (FOA)
, 42
Foster care
, 111–112
Gender
, 39
stereotypes
, 62–63
Gendered organizations
, 123–124
Glass barriers
, 41
Glass ceiling
, 63
Glass floors
, 41
Glass walls
, 41
Group identity perspective
, 18–19
Hair discrimination
, 122
Hair Implicit Association Test (HIAT)
, 130–131
Hair texture
, 122
bias
, 127–129
framing aesthetics
, 122–123
Higher education (HE)
, 14, 52, 111–113, 122, 158–159
addressing multiple marginality within intersectional identities in
, 149–150
black women in
, 145–146
CDO as change leader in
, 29–30
current status of women in
, 40–41
historical perspective of women in
, 39–40
invisibility of black women in
, 99
racism in history of
, 15–16
and sexual coding of spaces
, 85–86
transformation in
, 18–23
Higher education institutions (HEIs)
, 14–15, 123–124
Historically White Institutions (HWIs)
, 98, 102–103, 142
and black women
, 143–145
multiple marginality in
, 146–149
and organizational culture and climate
, 145
Human bias
, 1–2
Human capacity
, 74
case illustrations
, 71–74
parallel issues for marginalized faculty and administrators
, 69–70
recommendations
, 74–78
Human error
, 1–2
Identity questions
, 86
Ideological perspective
, 18–19
Implicit bias
, 129–132
Inclusion
, 68, 122
Institutional perspective
, 18–19
Institutional space
, 90–93
Intercultural Development Inventory (IDI)
, 8
Interlocking nature of oppression
, 147
Intersectionality
, 52, 55, 98–99, 111–113, 145–146
Invisibility of black women in higher education
, 99
Invisible labor
, 75
Isolated change
, 21
Junior faculty
, 169–170
Justice
, 72
Justice-mindedness
, 74
K-12
, 68
Leadership (see also Transformational leadership)
, 38, 52, 55
development
, 26–28
theory and practice
, 51–52
Leading transformation in higher education
, 23–30
Marginalized students
, 68
Mentoring
, 76–77
Meritocracy
, 159
Microaggressions
, 72
Minor adjustments
, 21
Minoritized identities of sexuality and gender (MIoSG)
, 83–85
Mononormativity
, 84
Morrill Act of 1890
, 15–16
Motherhood
, 44–45
Narrative analysis
, 43
Narrative inquiry
, 38–39, 57–58
National Association of Diversity Officers in Higher Education (NADOHE)
, 29
National Center for Education Statistics (NCES)
, 69
National Center for Faculty Development and Diversity
, 150
Open coding
, 43
Opportunity gap
, 68
Optimal distinctiveness theory (ODT)
, 131–132
Organization development
, 18–19, 23
Organizational change
, 14, 19, 23
Organizational culture and climate
, 145
Othermothering
, 142
Participants
, 43
Participatory leadership model
, 24
Peer briefings
, 165
Peer mentoring
, 100
Persistence
, 99–100
Personal and demographic characteristics
, 112
Post-Covid higher education
, 9
arms race
, 5–7
justice to business
, 7–9
mask and meaning for higher education
, 9–11
social justice to DEI
, 4
subjugated speech
, 4–5
university response to 2020 racial incidents
, 3
Predominantly White institutions (PWIs)
, 18, 117
Psychological resources
, 112
Pulse checks
, 77–78
Quality assurance
, 165
Queer theory
, 84–85
Race
, 68
Racial reckoning
, 2
Racism
, 142
in history of higher education
, 15–16
structural issues
, 16–18
(Re) production of space
, 84–85
Resource questions
, 86
Reverse discrimination
, 157–158
Schlossberg, N.
, 112
Scholarly personal narrative (SPN)
, 113–114
Science, Technology, Engineering, and Math (STEM)
, 158–159
faculty
, 158–159
fields
, 158–160
Self-definition
, 101, 147
Self-reflexivity
, 101
Self-valuation
, 147
Sexual coding of spaces
, 85–86
Sexuality
, 85
Sister circles
, 100
Sisters of the Academy (SOTA)
, 150
Situation, self, support, strategies (four S system)
, 112, 114–117
Social consciousness
, 101
Social justice
to DEI
, 4
in higher education
, 10–11
warrior
, 2–3
Staff
, 83–84, 144–145
Sticky floor
, 63
Strategic diversity leadership
, 15, 28–29
Strong Black Woman
, 144–145
Structural racism
, 16–17
Student-facing administrators
, 69
Students of color
, 68–69
Systemic racism
, 17, 142
Tempered radicals
, 57
Thematic coding
, 43
Thriving
, 68
Tignon Laws
, 128
Transformational change
, 20–21
leading transformation in higher education
, 23–30
racism in history of higher education
, 15–16
structural issues driven by racism in higher education
, 16–18
transformation in higher education
, 18–23
Transformational leadership
capabilities
, 26
practices
, 24–26
styles
, 24
Transition theory
, 112–113
findings
, 114–117
intersectionality
, 113
methodology
, 113–114
reflections
, 117–118
Trustworthiness
, 165
Truth and reconciliation
, 74
Underrepresented minority (URM)
, 160
Underrepresented students
, 68–69
Unicorns, meeting of
, 87–90
US higher education system
, 2
Weapon of Math Destruction (WMD)
, 6–7
Women
, 38
current status of women in higher education
, 40–41
historical perspective of women in higher education
, 39–40
Women of color
, 52
black women, leadership, and intersectionality
, 52–55
black women as outsiders
, 57
boundaries of academic leadership
, 55–56
findings
, 58–62
methods
, 57–58
participants
, 59
recommendations for practice
, 62–63
Work-life balance
, 38, 44–45
current status of women in higher education
, 40–41
findings
, 43–45
historical perspective of women in higher education
, 39–40
methods
, 42–43
study participant demographic information
, 44
for women in executive leadership in higher education
, 41–42
for women in higher education
, 45–46
Workplace inclusion
, 158
data analysis
, 164–165
findings
, 166–170
literature review
, 161–164
methods
, 164–165
new evidence from R1 institutions
, 164
organizational and performance benefits of diversity and inclusion
, 160–161
trustworthiness and quality assurance
, 165
- Prelims
- Chapter 1 The Algorithmic Arm Race: How Justice Became a Business in Post-Covid-19 Higher Education
- Chapter 2 Leading Transformational Change in Diversity, Equity, and Inclusion in Higher Education
- Chapter 3 Work-Life Balance for Women in Higher Education
- Chapter 4 Women of Color as Outsiders Within the Borders of Academic Leadership
- Chapter 5 Education Workplace Inclusion Initiatives and Strategies to Cultivate Human Capacity Today
- Chapter 6 The Table at Berkeley: An Ethnodrama Recounting the Experiences of Bisexual Faculty and Staff Navigating the Workplace
- Chapter 7 #BlackWomenAtWork: Lessons Learned From Black Women Educators at Historically White Institutions
- Chapter 8 “What Do I Do Now?” Transitions of a Foster Kid: A Personal Narrative
- Chapter 9 Black Hair and Hair Texture: Cultivating Diversity and Inclusion for Black Women in Higher Education
- Chapter 10 Strange Fruit: The Collective Crushing of Black Women in Academe
- Chapter 11 Equity Versus Excellence? How Institutional Definitions of “Talent” Can Be Antithetical to Workplace Inclusion in Academia and What Can Be Done
- Epilogue
- Index