國立虎尾科技大學 |

Black Women, Academe, and the Tenure Process in the United States and the Caribbean

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Black Women, Academe, and the Tenure Process in the United States and the Caribbean/ by Talia Esnard, Deirdre Cobb-Roberts.
作者:	Esnard, Talia.
其他作者:	Cobb-Roberts, Deirdre.
面頁冊數:	X, 520 p.online resource. :
Contained By:	Springer Nature eBook
標題:	Higher education. -
電子資源:	https://doi.org/10.1007/978-3-319-89686-1
ISBN:	9783319896861

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. - 1st ed. 2018. - X, 520 p.online resource.

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

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

1148448
Higher education.

LC Class. No.: LB2300-2799.3

Dewey Class. No.: 378

Black Women, Academe, and the Tenure Process in the United States and the Caribbean
LDR:02817nam a22003975i 4500 001 988028
003 DE-He213
005 20200703173405.0
007 cr nn 008mamaa
008 201225s2018 gw | s |||| 0|eng d
020 $a 9783319896861 $9 978-3-319-89686-1
024 7 $a 10.1007/978-3-319-89686-1 $2 doi
035 $a 978-3-319-89686-1
050 4 $a LB2300-2799.3
072 7 $a JNM $2 bicssc
072 7 $a EDU015000 $2 bisacsh
072 7 $a JNM $2 thema
082 0 4 $a 378 $2 23
100 1 $a Esnard, Talia. $4 aut $4 http://id.loc.gov/vocabulary/relators/aut $3 1208414
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.
250 $a 1st ed. 2018.
264 1 $a Cham : $b Springer International Publishing : $b Imprint: Palgrave Macmillan, $c 2018.
300 $a X, 520 p. $b online resource.
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
347 $a text file $b PDF $2 rda
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.
650 0 $a Higher education. $3 1148448
650 0 $a Gender identity in education. $3 836773
650 0 $a Assessment. $3 1017002
650 1 4 $a Higher Education. $3 679030
650 2 4 $a Gender and Education. $3 1108996
650 2 4 $a Assessment, Testing and Evaluation. $3 671650
700 1 $a Cobb-Roberts, Deirdre. $4 aut $4 http://id.loc.gov/vocabulary/relators/aut $3 1208415
710 2 $a SpringerLink (Online service) $3 593884
773 0 $t Springer Nature eBook
776 0 8 $i Printed edition: $z 9783319896854
776 0 8 $i Printed edition: $z 9783319896878
776 0 8 $i Printed edition: $z 9783030078317
856 4 0 $u https://doi.org/10.1007/978-3-319-89686-1
912 $a ZDB-2-EDA
912 $a ZDB-2-SXED
950 $a Education (SpringerNature-41171)
950 $a Education (R0) (SpringerNature-43721)