Show simple item record

dc.contributor.advisorByng, Michelle
dc.creatorCastro, Corinne
dc.date.accessioned2020-10-21T14:26:58Z
dc.date.available2020-10-21T14:26:58Z
dc.date.issued2012
dc.identifier.other864885425
dc.identifier.urihttp://hdl.handle.net/20.500.12613/922
dc.description.abstractThis project examines the professional experiences of women of color faculty to uncover less visible mechanisms of inequality in the academy. It is a mixed-methods study with both qualitative and quantitative components. I address the limitations of past research by revealing how even despite the relative successes of women of color in academia, they continue to struggle daily with professional legitimacy and belonging. My main research question is: How do women of color faculty at selected public research universities engage with discourses and practices of professionalism? Professionalism refers to the taken-for-granted and seemingly neutral norms that guide workers in various institutions and organizations such as the university. Researchers have found that professionalization is both a gendered and raced process, where "doing" professionalism often requires one to perform both masculinity and whiteness. Professionalism only recently has been given attention in the literature regarding minorities' experiences of work, but little has been written about either the unique experiences of women of color or how professionalism functions at the university. Ultimately, this dissertation research uncovers two major paradoxes for women of color in relation to discourses of professionalism: first, although women of color are increasingly being incorporated into universities, specifically to fulfill the rhetoric of inclusion, they are structurally denied legitimacy as scholars and educators due to the fixed and immutable norms of professionalism. Second and related, although women of color faculty often successfully signal professionality through vigilant control of their dress, emotions, and demeanor, they nevertheless fail to garner professional legitimacy due the systemic invalidation of their professional priorities.
dc.format.extent173 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectSociology
dc.subjectWomen's Studies
dc.subjectEducation, Higher
dc.subjectDiversity
dc.subjectEducation, Higher
dc.subjectProfessionalism
dc.subjectWomen of Color
dc.subjectWork & Occupations
dc.titleWomen of Color Navigating the Academy: the Discursive Power of Professionalism
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberGoyette, Kimberly A.
dc.contributor.committeememberGrunwald, Heidi
dc.contributor.committeememberRoos, Patricia A.
dc.description.departmentSociology
dc.relation.doihttp://dx.doi.org/10.34944/dspace/904
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreePh.D.
refterms.dateFOA2020-10-21T14:26:58Z


Files in this item

Thumbnail
Name:
Castro_temple_0225E_11097.pdf
Size:
514.9Kb
Format:
PDF

This item appears in the following Collection(s)

Show simple item record