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Black women, academe, and the tenure...

Cobb-Roberts, Deirdre.

Black women, academe, and the tenure process in the United States and the Caribbean

Record Type:	Electronic resources : Monograph/item
Title/Author:	Black women, academe, and the tenure process in the United States and the Caribbeanby Talia Esnard, Deirdre Cobb-Roberts.
Author:	Esnard, Talia.
other author:	Cobb-Roberts, Deirdre.
Published:	Cham :Springer International Publishing :2018.
Description:	x, 520 p. :illustrations, digital ;24 cm.
Contained By:	Springer eBooks
Subject:	Women, BlackCivil rights.
Online resource:	http://dx.doi.org/10.1007/978-3-319-89686-1
ISBN:	9783319896861$q(electronic bk.)

Black women, academe, and the tenure process in the United States and the Caribbean
Esnard, Talia.

Black women, academe, and the tenure process in the United States and the Caribbean[electronic resource] /by Talia Esnard, Deirdre Cobb-Roberts. - Cham :Springer International Publishing :2018. - x, 520 p. :illustrations, digital ;24 cm.

Chapter 1. The Stony Road We Trod: Black Women, Education, and Tenure -- Chapter 2. Changing Educational Landscapes: the Challenge of Academic Capitalism -- Chapter 3. Experiences of Black Women in academe: A comparative analysis -- Chapter 4. Black Women in Higher Education: Towards Comparative Intersectionality -- Chapter 5. Comparative Intersectionality: An Intra-Categorical Approach -- Chapter 6. Black Women in Academe: A Duo-Ethnography -- Chapter 7. Experiences of Black women in the Caribbean Academy -- Chapter 8. Afro-Caribbean women in the US Academy -- Chapter 9. Still We Rise: Struggle, Strength, Survival, and Success.

This book explores the meanings, experiences, and challenges faced by Black women faculty that are either on the tenure track or have earned tenure. The authors advance the notion of comparative intersectionality to tease through the contextual peculiarities and commonalities that define their identities as Black women and their experiences with tenure and promotion across the two geographical spaces. By so doing, it works through a comparative treatment of existing social (in)equalities, educational (dis)parities, and (in)justices in the promotion and retention of Black women academics. Such interpretative examinations offer important insights into how Black women's subjugated knowledge and experiences continue to be suppressed within mainstream structures of power and how they are negotiated across contexts.

ISBN: 9783319896861$q(electronic bk.)

Standard No.: 10.1007/978-3-319-89686-1doiSubjects--Topical Terms:

822122
Women, Black
--Civil rights.

LC Class. No.: LC2699 / .E863 2018

Dewey Class. No.: 305.4

Black women, academe, and the tenure process in the United States and the Caribbean
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245 1 0 $a Black women, academe, and the tenure process in the United States and the Caribbean $h [electronic resource] / $c by Talia Esnard, Deirdre Cobb-Roberts.
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505 0 $a Chapter 1. The Stony Road We Trod: Black Women, Education, and Tenure -- Chapter 2. Changing Educational Landscapes: the Challenge of Academic Capitalism -- Chapter 3. Experiences of Black Women in academe: A comparative analysis -- Chapter 4. Black Women in Higher Education: Towards Comparative Intersectionality -- Chapter 5. Comparative Intersectionality: An Intra-Categorical Approach -- Chapter 6. Black Women in Academe: A Duo-Ethnography -- Chapter 7. Experiences of Black women in the Caribbean Academy -- Chapter 8. Afro-Caribbean women in the US Academy -- Chapter 9. Still We Rise: Struggle, Strength, Survival, and Success.
520 $a This book explores the meanings, experiences, and challenges faced by Black women faculty that are either on the tenure track or have earned tenure. The authors advance the notion of comparative intersectionality to tease through the contextual peculiarities and commonalities that define their identities as Black women and their experiences with tenure and promotion across the two geographical spaces. By so doing, it works through a comparative treatment of existing social (in)equalities, educational (dis)parities, and (in)justices in the promotion and retention of Black women academics. Such interpretative examinations offer important insights into how Black women's subjugated knowledge and experiences continue to be suppressed within mainstream structures of power and how they are negotiated across contexts.
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