The success of diverse faculty entering institutions of higher education is shaped by varying factors at both the individual and institutional levels. Gender, race, class, ethnicity, and immigrant generation influence experiences and aspirations of faculty members and administrators. The Navigating Careers in Higher Education series utilizes an intersectional lens to examine and understand how faculty members and administrators navigate careers and their aspirations to succeed. The series will include books that adopt an interdisciplinary, scholarly approach as well as personal testimonies of individuals sharing their own lived experiences, including challenges faced and lessons learned. With a US or global focus, topics include addressing sexism, homophobia, racism, and ethnocentrism; the role of higher education institutions; the effects of growing nontenure-track faculty; the challenge of research agenda that may be perceived as controversial; maintaining a life-work balance; and entering leadership positions.
Series Editor: Mangala Subramaniam, Senior Vice Provost for Faculty Affairs, Virginia Commonwealth University
Series Coeditor: M. Cristina Alcalde, Vice President for Institutional Diversity and Inclusion, Miami University.
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Dismantling Institutional Whiteness: Emerging Forms of Leadership in Higher Education
M. Cristina Alcalde and Mangala Subramaniam
Dismantling Institutional Whiteness: Emerging Forms of Leadership in Higher Education focuses on the experiences of women of color in leadership roles in higher education. Top roles historically have gone to white men, and leadership has not reflected the range of identities and people who make up higher education. Why? And why does this problem continue to this day? Most importantly, what can be done to bring about meaningful change?
Dismantling Institutional Whiteness gathers a range of first-person narratives from women of color and examines the challenges they face not only at a systemic level, but also at a deeply personal level. Their experiences combined with research and statistics paint a sobering portrait of higher education’s problems when it comes to diversity, equity, and inclusion. Interspersed throughout their stories are practical suggestions for how to address inequity in higher education, and to give a voice to people who have been silenced and excluded. Whether a trustee, university executive, or faculty member at any level, this is essential reading for those interested in diversifying higher education leadership to ensure decisions reflect the priorities of all.