Tired of Always Grinding
Black Womxn Faculty’s Experiences During Covid-19
Bibliographic Data
| ID | 22274574 |
|---|---|
| Authors | Dyann Logwood, Dyann C Logwood (0009-0000-4044-7737, Eastern Michigan University), Sadaf R Ali (0000-0003-2581-6287), Sadaf Ali (Eastern Michigan University), Cassandra Barragan (0000-0001-6411-5884, Eastern Michigan University) |
| Year | 2023 |
| Volume | 3 |
| Issue | 1 |
| Pages | 58-75 |
| Publication date | 2023-12-14 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of African American Women and Girls in Education (JOURNAL) |
| Journal identifiers | ISSN: 2992-9504 • E-ISSN: 2992-9504 |
| Publisher | Texas A&M University Libraries (PUBLISHER) |
| DOI | 10.21423/jaawge-v3i1a144 |
| OpenAlex | W4389721328 |
| Language | EN |
| References cited | 27 |
The dueling pandemics of COVID-19 and racism brought to light the inequities Black womxn face in higher education in regard to service burdens. We argue Black womxn are overextended and suffering in their careers and lives as a result of this taxation. Methods. A sample of 191 faculty at a predominantly White university (PWI) in the Midwest United States responded to a survey about attitudes towards service obligations, sense of belonging, and community culture, centering on race, ethnicity, and gender as well as the impact of COVID on service obligations. Due to the limited number of Black womxn participants, their characteristics are only reported in the overall data based on their identity or race. Findings. Gender, race, and feeling a part of the community were found to be significant predictors of voluntarily taking on student-centered service related to identity and being asked to take on service related to identity. Black womxn faculty were approximately 78 times more likely than White male faculty to volunteer for identity-based service. Black womxn faculty were approximately 473 times more likely than White male faculty to be asked to participate in identity-based service. The COVID-19 pandemic and racism have had a significant impact on everyone's lives, but it has been especially difficult for BIPOC and Black women. They have faced emotional, spiritual, and physical challenges. Therefore, it is crucial for higher education institutions to create safe spaces where Black women can live their best and most productive lives
Business · Ethnic group · Feeling · Pandemic · Political science · Racism · Sociology · COVID-19 and Mental Health · Emotional Labor in Professions · Gender Studies · Law · Medicine · Psychology · Social Psychology · Work-Family Balance Challenges
Marginality and mattering
Am I My Brother’s Teacher? Black Undergraduates, Racial Socialization, and Peer Pedagogies in Predominantly White Postsecondary Contexts
Fear, Political Legitimization, and Racism
Black women in white academe
Intersectionality as Method
Our Presence is Resistance
Embodying Black feminist epistemology to make green grass grow
More service or more advancement
Epistemic exclusion
We're just not acknowledged”
Strange faces’ in the academy
Early career faculty of color and promotion and tenure
Just because it don't look heavy, don't mean it ain't
We need a woman, we need a black woman’
Teaching College in the Time of Covid-19
Othermothering as a Framework for Understanding African American Students' Definitions of Student-Centered Faculty
Women of Color in Academe
Mapping the Margins
Disproportionate Service
Access to Higher Education at the End of Lower Secondary for “Disadvantaged” Students
Black Women in White Institutional Spaces
"Voices of the "Othermothers
Feminist Theory
Dismantling Privilege and White Supremacy in Social Work Education
Intersectionality
Practicing Intersectionality in Sociological Research
You end up doing the document rather than doing the doing
| Citation velocity | historical |
|---|---|
| Highly cited | No |