Christa J Porter
Biographic Data
| ID | 5452683 |
|---|---|
| NAME | Christa J Porter |
| GIVEN NAMES | Christa J |
| FAMILY NAME | Porter |
| SIGNATURE | PORTER C J |
| AFFILIATIONS | Kent State University |
| ORCID | 0000-0001-8885-3363 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 34 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Situating Critical Qualitative Educational Research: Considerations for Conducting a Literature Synthesis
Critical qualitative research has evolved over time and is an invaluable tool in advancing education research and practice. Researchers who have conducted critical literature reviews—through either a systematic/scientific or a synthesis approach—have enriched the breadth and depth of our understanding of said population or topic. More important, their/our work strives to raise critical consciousness, pushes for social transformation, and disrupts…
Executive Leadership, Mothering as Women of Color, and the George Floyd Effect
We illuminate the experiences of 15 women uniquely situated at the intersection of race and gender, age, position, and mothering before, since, and because of George Floyd’s murder. Participants were millennial-aged women with young children who held executive or senior leadership roles in higher education and student affairs. We discuss findings through Dill and Zambrana’s four intersectional inventions and offer two implications for practice: s…
Mammies, Maids, Mules, and (Other)mothering: Examining Black Women’s Labor(ing) within and Beyond the Academy
Storying Our Mourning and Resistance Through Teaching: Black Women Surviving (and Thriving In) White Spaces
This critical duoethnography explores the experiences of two pre-tenured Black women faculty navigating their varied emotions teaching cultural awareness-building courses at predominantly White institutions during the height of the COVID-19 pandemic and racial violence. The authors draw upon Dillard and Bell’s (2011) nkwaethnography to share the stories of ‘we’ instead of the ‘singular self’ and present the data as two composite narratives. Autho…
Toward Understanding Covid-19’s Economic Impact on Black Women in U.S. Higher Education
Black women pursued graduate and professional school, post-degree options, and employment at a time when their economic future and livelihood were unknown. The novel Coronavirus (COVID-19) complicated what many Black women were already experiencing. Guided by critical race feminism, the purpose of our exploratory study was to highlight how and to what extent COVID exacerbated Black women’s economic trajectories via their financial obligations, fi…
Letting Go”: Exploring the nuance of (Black feminist) epistemologies
As scholars, teachers, and researchers within academe we have, at times, felt the gravity, nuance, and depth of Black feminist theories and epistemologies have resulted in articulations and manifestations so flat they are rendered illegible and almost always universally synonymous. While there are certainly deep and rich connections among and between Black feminist theories, and while their proliferation has been often mutually facilitative, they…
(In)Visibility Across Educational Spaces: Centering Mental Health & Wellness for Black Girls & Women
This thematic issue, (In)Visibility Across Educational Spaces: Centering Mental Health & Wellness for Black Girls & Women, reflects a collection of recent scholarship centering the experiences of Black girls and women across the educational pipeline. Notably, the scholarship represented uniquely focuses on the influence of mental health and wellness on their educational success and academic outcomes. This collection of articles serves as a resour…
Black Feminist Epistemology, Research, and Praxis: Narratives in and through the Academy
Just because it don't look heavy, don't mean it ain't: An intersectional analysis of Black women's labor as faculty during Covid
The purpose of our scholarly personal narrative was to examine how COVID‐19 and an increased awareness of anti‐Blackness in the United States have exacerbated our labor as Black women faculty, with particular focus on teaching and service responsibilities. Dill and Zambrana's (2009) four theoretical interventions of intersectionality guided our study, and we situated our composite narratives within structural, disciplinary, hegemonic, and interpe…
Who Cares: Black Women as Contingent Faculty and the Leadership Imperative of Labor Justice
The changing tide of faculty has brought with it increasing numbers of faculty members serving in non-tenure-track roles. Scholars have argued this increase in contingent faculty includes an increase in inequities and has created a stratified class system between tenure-track faculty (TTF) and non-tenure-track faculty (NTTF). The majority of NTTF numbers comprise women of Color, across race and ethnicity, serving in both full-time and adjunct cap…
Understanding Influences of Development on Black Women’s Success in U.S. Colleges: A Synthesis of Literature
The purpose of this study was to illuminate how and to what extent Black women’s developmental processes have influenced their success within their respective U.S. college environments. Crenshaw’s three dimensions of intersectionality guided our analysis. We synthesized 38 peer-reviewed articles and interpreted five themes: (a) navigating the educational matrix, (b) sense of belonging, (c) perceptions of (lack of) institutional support, (d) livin…
Juxtaposing #BlackGirlMagic as “empowering and problematic: ” Composite narratives of Black women in college
To Be Black Women and Contingent Faculty: Four Scholarly Personal Narratives
This study utilized scholarly personal narratives to explore the experiences and perceptions of four Black women who served as full-time contingent faculty members in higher education and student affairs graduate preparation programs. Authors drew upon Black feminist thought and intersectionality to frame this study. Specifically, authors extended Collin’s outsider-within status to outsider-outsider-within status to describe the unique experience…
To Be Black Women and Contingent Faculty: Four Scholarly Personal Narratives
This study utilized scholarly personal narratives to explore the experiences and perceptions of four Black women who served as full-time contingent faculty members in higher education and student affairs graduate preparation programs. Authors drew upon Black feminist thought and intersectionality to frame this study. Specifically, authors extended Collin’s outsider-within status to outsider-outsider-within status to describe the unique experience…
Just because it don't look heavy, don't mean it ain't: An intersectional analysis of Black women's labor as faculty during Covid
The purpose of our scholarly personal narrative was to examine how COVID‐19 and an increased awareness of anti‐Blackness in the United States have exacerbated our labor as Black women faculty, with particular focus on teaching and service responsibilities. Dill and Zambrana's (2009) four theoretical interventions of intersectionality guided our study, and we situated our composite narratives within structural, disciplinary, hegemonic, and interpe…
Juxtaposing #BlackGirlMagic as “empowering and problematic: ” Composite narratives of Black women in college
Mammies, Maids, Mules, and (Other)mothering: Examining Black Women’s Labor(ing) within and Beyond the Academy
Letting Go”: Exploring the nuance of (Black feminist) epistemologies
As scholars, teachers, and researchers within academe we have, at times, felt the gravity, nuance, and depth of Black feminist theories and epistemologies have resulted in articulations and manifestations so flat they are rendered illegible and almost always universally synonymous. While there are certainly deep and rich connections among and between Black feminist theories, and while their proliferation has been often mutually facilitative, they…
To Be Black Women and Contingent Faculty: Four Scholarly Personal Narratives
This study utilized scholarly personal narratives to explore the experiences and perceptions of four Black women who served as full-time contingent faculty members in higher education and student affairs graduate preparation programs. Authors drew upon Black feminist thought and intersectionality to frame this study. Specifically, authors extended Collin’s outsider-within status to outsider-outsider-within status to describe the unique experience…
Who Cares: Black Women as Contingent Faculty and the Leadership Imperative of Labor Justice
The changing tide of faculty has brought with it increasing numbers of faculty members serving in non-tenure-track roles. Scholars have argued this increase in contingent faculty includes an increase in inequities and has created a stratified class system between tenure-track faculty (TTF) and non-tenure-track faculty (NTTF). The majority of NTTF numbers comprise women of Color, across race and ethnicity, serving in both full-time and adjunct cap…
Understanding Influences of Development on Black Women’s Success in U.S. Colleges: A Synthesis of Literature
The purpose of this study was to illuminate how and to what extent Black women’s developmental processes have influenced their success within their respective U.S. college environments. Crenshaw’s three dimensions of intersectionality guided our analysis. We synthesized 38 peer-reviewed articles and interpreted five themes: (a) navigating the educational matrix, (b) sense of belonging, (c) perceptions of (lack of) institutional support, (d) livin…
Juxtaposing #BlackGirlMagic as “empowering and problematic: ” Composite narratives of Black women in college
(In)Visibility Across Educational Spaces: Centering Mental Health & Wellness for Black Girls & Women
This thematic issue, (In)Visibility Across Educational Spaces: Centering Mental Health & Wellness for Black Girls & Women, reflects a collection of recent scholarship centering the experiences of Black girls and women across the educational pipeline. Notably, the scholarship represented uniquely focuses on the influence of mental health and wellness on their educational success and academic outcomes. This collection of articles serves as a resour…
Black Feminist Epistemology, Research, and Praxis: Narratives in and through the Academy
Just because it don't look heavy, don't mean it ain't: An intersectional analysis of Black women's labor as faculty during Covid
The purpose of our scholarly personal narrative was to examine how COVID‐19 and an increased awareness of anti‐Blackness in the United States have exacerbated our labor as Black women faculty, with particular focus on teaching and service responsibilities. Dill and Zambrana's (2009) four theoretical interventions of intersectionality guided our study, and we situated our composite narratives within structural, disciplinary, hegemonic, and interpe…
Storying Our Mourning and Resistance Through Teaching: Black Women Surviving (and Thriving In) White Spaces
This critical duoethnography explores the experiences of two pre-tenured Black women faculty navigating their varied emotions teaching cultural awareness-building courses at predominantly White institutions during the height of the COVID-19 pandemic and racial violence. The authors draw upon Dillard and Bell’s (2011) nkwaethnography to share the stories of ‘we’ instead of the ‘singular self’ and present the data as two composite narratives. Autho…
Toward Understanding Covid-19’s Economic Impact on Black Women in U.S. Higher Education
Black women pursued graduate and professional school, post-degree options, and employment at a time when their economic future and livelihood were unknown. The novel Coronavirus (COVID-19) complicated what many Black women were already experiencing. Guided by critical race feminism, the purpose of our exploratory study was to highlight how and to what extent COVID exacerbated Black women’s economic trajectories via their financial obligations, fi…
Letting Go”: Exploring the nuance of (Black feminist) epistemologies
As scholars, teachers, and researchers within academe we have, at times, felt the gravity, nuance, and depth of Black feminist theories and epistemologies have resulted in articulations and manifestations so flat they are rendered illegible and almost always universally synonymous. While there are certainly deep and rich connections among and between Black feminist theories, and while their proliferation has been often mutually facilitative, they…
Mammies, Maids, Mules, and (Other)mothering: Examining Black Women’s Labor(ing) within and Beyond the Academy
Situating Critical Qualitative Educational Research: Considerations for Conducting a Literature Synthesis
Critical qualitative research has evolved over time and is an invaluable tool in advancing education research and practice. Researchers who have conducted critical literature reviews—through either a systematic/scientific or a synthesis approach—have enriched the breadth and depth of our understanding of said population or topic. More important, their/our work strives to raise critical consciousness, pushes for social transformation, and disrupts…
Executive Leadership, Mothering as Women of Color, and the George Floyd Effect
We illuminate the experiences of 15 women uniquely situated at the intersection of race and gender, age, position, and mothering before, since, and because of George Floyd’s murder. Participants were millennial-aged women with young children who held executive or senior leadership roles in higher education and student affairs. We discuss findings through Dill and Zambrana’s four intersectional inventions and offer two implications for practice: s…
Sociology (11 works) · Gender Studies (9 works) · Political science (8 works) · Black women (6 works) · Critical Race Theory in Education (6 works) · Psychology (6 works) · Gender Diversity and Inequality (5 works) · Gender Studies (5 works) · Higher Education Research Studies (5 works) · Mentoring and Academic Development (5 works)