Bridget Turner Kelly
Biographic Data
| ID | 2962327 |
|---|---|
| NAME | Bridget Turner Kelly |
| GIVEN NAMES | Bridget Turner |
| FAMILY NAME | Kelly |
| SIGNATURE | KELLY B T |
| AFFILIATIONS | University of Maryland, College Park |
| ORCID | 0000-0003-0231-1227 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 69 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 5 |
Engaging Images for Research, Pedagogy, and Practice
Letters to My Sisters
The college success of Black women has often been narrowly defined by outcome data and does not consider some of the challenges they experience that are often racialized and gendered. Despite the increase in the number of Black women attending and graduating from college, few authors have highlighted the unique strategies that help facilitate their success. What remains unclear is how Black women define college success for themselves and what is …
Braids and bridges
Re-examining and reimagining power in participatory visual methodologies
The purpose of this study is to re-examine and reimagine the role of power in participatory visual methodologies (PVM) research. From our four unique standpoints as higher education faculty (two of us identify as queer white women and two of us identify as Black women; all of us as ciswomen), we engage a collective autoethnographic approach to reflect on power and its influence in our work as visual methods researchers. We (re)present the finding…
Hidden in plain sight
Authentically Me
Through analyzing critical life stories with Black alumnae from predominantly White institutions, this article offers a narrative, in-depth approach to explore the ways in which alumnae managed and resisted expectations and stereotypes that were placed upon them by peers, faculty, and staff during college. Findings suggested that participants grappled with assumptions of who they should be as Black college women. As they resisted stereotypes and …
Recruitment without Retention
Bridget Turner Kelly, Joy Gaston Gayles, Cobretti D. Williams, Recruitment without Retention: A Critical Case of Black Faculty Unrest, The Journal of Negro Education, Vol. 86, No. 3, Special Issue—When Voices Rise: Race, Resistance, and Campus Uprisings in the Information Age (Summer 2017), pp. 305-317
A critical race feminist analysis of men of color matriculating into a higher education doctoral program
Women Faculty of Color
Retaining Each Other
Retaining Each Other
Recruitment without Retention
Bridget Turner Kelly, Joy Gaston Gayles, Cobretti D. Williams, Recruitment without Retention: A Critical Case of Black Faculty Unrest, The Journal of Negro Education, Vol. 86, No. 3, Special Issue—When Voices Rise: Race, Resistance, and Campus Uprisings in the Information Age (Summer 2017), pp. 305-317
Women Faculty of Color
Authentically Me
Through analyzing critical life stories with Black alumnae from predominantly White institutions, this article offers a narrative, in-depth approach to explore the ways in which alumnae managed and resisted expectations and stereotypes that were placed upon them by peers, faculty, and staff during college. Findings suggested that participants grappled with assumptions of who they should be as Black college women. As they resisted stereotypes and …
Hidden in plain sight
A critical race feminist analysis of men of color matriculating into a higher education doctoral program
Retaining Each Other
Women Faculty of Color
A critical race feminist analysis of men of color matriculating into a higher education doctoral program
Recruitment without Retention
Bridget Turner Kelly, Joy Gaston Gayles, Cobretti D. Williams, Recruitment without Retention: A Critical Case of Black Faculty Unrest, The Journal of Negro Education, Vol. 86, No. 3, Special Issue—When Voices Rise: Race, Resistance, and Campus Uprisings in the Information Age (Summer 2017), pp. 305-317
Hidden in plain sight
Authentically Me
Through analyzing critical life stories with Black alumnae from predominantly White institutions, this article offers a narrative, in-depth approach to explore the ways in which alumnae managed and resisted expectations and stereotypes that were placed upon them by peers, faculty, and staff during college. Findings suggested that participants grappled with assumptions of who they should be as Black college women. As they resisted stereotypes and …
Re-examining and reimagining power in participatory visual methodologies
The purpose of this study is to re-examine and reimagine the role of power in participatory visual methodologies (PVM) research. From our four unique standpoints as higher education faculty (two of us identify as queer white women and two of us identify as Black women; all of us as ciswomen), we engage a collective autoethnographic approach to reflect on power and its influence in our work as visual methods researchers. We (re)present the finding…
Letters to My Sisters
The college success of Black women has often been narrowly defined by outcome data and does not consider some of the challenges they experience that are often racialized and gendered. Despite the increase in the number of Black women attending and graduating from college, few authors have highlighted the unique strategies that help facilitate their success. What remains unclear is how Black women define college success for themselves and what is …
Braids and bridges
Engaging Images for Research, Pedagogy, and Practice
Psychology (9 works) · Sociology (9 works) · Political science (8 works) · Gender Studies (7 works) · Higher Education Research Studies (7 works) · Gender Studies (6 works) · Pedagogy (6 works) · Higher education (5 works) · Mentoring and Academic Development (5 works) · Critical Race Theory in Education (3 works)