Ginny Jones Boss
Biographic Data
| ID | 5452684 |
|---|---|
| NAME | Ginny Jones Boss |
| GIVEN NAMES | Ginny Jones |
| FAMILY NAME | Boss |
| SIGNATURE | BOSS G J |
| AFFILIATIONS | Kennesaw State University |
| ORCID | 0000-0002-8027-1921 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 29 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Dispossession of Student Affairs
The purpose of this institutional ethnography was to uncover the ruling relations shaping student success efforts at large research universities. Using this critical qualitative approach, we examined the tensions between university leaders' efforts to enhance student success and the persistent disparities in retention, progression, and graduation rates for Black and Latinx students at Prestige University. Our findings reveal that economic logics …
Exploring the Role of Doctoral Education in Scholarly Practice
Building on conceptual literature on the scholar-practitioner, this study explored higher education and student affairs practitioner’s perceptions of what influenced their use of scholarship in practice and the role of doctoral education in their scholar-practitioner identity development. The resultant findings and discussion give particular focus to the roles of socialization and mentoring and the potential of doctoral education to transform hig…
Reimagining Black and Latinx Student Success Efforts
This instrumental case study examined why institutional diversity efforts on US campuses gained limited success through a case of a predominantly white research university in the Midwest. Through the lens of reimagined organizational behavior theories for intersectional justice, we analyzed the lived experiences of Black and Latinx students and staff members, as well as institutional practices of the case university. The findings suggest that cha…
Just because it don't look heavy, don't mean it ain't
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
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…
To Be Black Women and Contingent Faculty
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…
It’s a Double-Edged Sword”
Colleges and universities looking to reduce cost often use non-tenure track instructional staff. One understudied group within the literature of non-tenure track instructional staff includes higher education and student affairs administrators who teach classes alongside their non-academic administrative work. This study leveraged critical race feminism as a theoretical framework and collaborative autoethnographic methods in order to examine the e…
A Hard Space to Manage”
The purpose of this study is to examine the experiences of Women of Color (WOC) faculty who teach asynchronous online courses. While there is a growing body of literature on the experiences of WOC faculty and a separate body of literature on the challenges and opportunities related to online teaching, virtually no research exists on how Women of Color faculty navigate the intersections of race/ethnicity, gender, and pedagogy in an online class. U…
Resisting, Rejecting, and Redefining Normative Pathways to the Professoriate
To Be Black Women and Contingent Faculty
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
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…
Resisting, Rejecting, and Redefining Normative Pathways to the Professoriate
Resisting, Rejecting, and Redefining Normative Pathways to the Professoriate
It’s a Double-Edged Sword”
Colleges and universities looking to reduce cost often use non-tenure track instructional staff. One understudied group within the literature of non-tenure track instructional staff includes higher education and student affairs administrators who teach classes alongside their non-academic administrative work. This study leveraged critical race feminism as a theoretical framework and collaborative autoethnographic methods in order to examine the e…
A Hard Space to Manage”
The purpose of this study is to examine the experiences of Women of Color (WOC) faculty who teach asynchronous online courses. While there is a growing body of literature on the experiences of WOC faculty and a separate body of literature on the challenges and opportunities related to online teaching, virtually no research exists on how Women of Color faculty navigate the intersections of race/ethnicity, gender, and pedagogy in an online class. U…
To Be Black Women and Contingent Faculty
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
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…
Reimagining Black and Latinx Student Success Efforts
This instrumental case study examined why institutional diversity efforts on US campuses gained limited success through a case of a predominantly white research university in the Midwest. Through the lens of reimagined organizational behavior theories for intersectional justice, we analyzed the lived experiences of Black and Latinx students and staff members, as well as institutional practices of the case university. The findings suggest that cha…
Just because it don't look heavy, don't mean it ain't
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…
Exploring the Role of Doctoral Education in Scholarly Practice
Building on conceptual literature on the scholar-practitioner, this study explored higher education and student affairs practitioner’s perceptions of what influenced their use of scholarship in practice and the role of doctoral education in their scholar-practitioner identity development. The resultant findings and discussion give particular focus to the roles of socialization and mentoring and the potential of doctoral education to transform hig…
Dispossession of Student Affairs
The purpose of this institutional ethnography was to uncover the ruling relations shaping student success efforts at large research universities. Using this critical qualitative approach, we examined the tensions between university leaders' efforts to enhance student success and the persistent disparities in retention, progression, and graduation rates for Black and Latinx students at Prestige University. Our findings reveal that economic logics …
Sociology (8 works) · Political science (7 works) · Psychology (7 works) · Gender Studies (6 works) · Higher education (6 works) · Higher Education Research Studies (6 works) · Mentoring and Academic Development (6 works) · Pedagogy (5 works) · Critical Race Theory in Education (4 works) · Gender Studies (4 works)