Abstract
Undoubtedly, the well-being of each faculty member influences student learning and contributes to student development in college. This ethnographic study examines first-hand experiences of faculty from underrepresented groups teaching at predominantly white institutions. Representing a variety of diversity realms, faculty members shared their lived experiences through drawing their path of success. Offering recommendations for retention of faculty of diversity, findings showed campus life and climate; fairness; challenges and support mechanisms; and teaching as pivotal to faculty success.
Recommended Citation
Razek, Nasser A.
(2017)
"‘Unisectionality’ in the Faculty Line: Bonding Beyond Group Limits,"
Journal of Research, Assessment, and Practice in Higher Education: Vol. 2:
Iss.
1, Article 9.
Available at:
https://ecommons.udayton.edu/jraphe/vol2/iss1/9
Included in
Educational Administration and Supervision Commons, Educational Leadership Commons, Higher Education Commons, Student Counseling and Personnel Services Commons
