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Visibility/Invisibility Blues: The Marginalization of Minority Faculty at Independent Schools |
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Abstract:
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Predominantly white educational institutions continue to wrestle with how to effectively diversify their workforces racially and ethnically. And despite a rather large and growing research literature informing the faculty diversity dialogue among predominantly white colleges and universities, there has been little focus on K-12 independent schools admittedly more behind the curve than other types of schools. This article is based on portions of a research report commissioned by the Association of Independent Maryland Schools (AIMS) and focuses specifically on the problem of racial/ethnic marginalization as a paramount factor in minority teachers’ often awkward fit within the independent school climate. |
Most Common Document Word Stems:
school (69), minor (52), faculti (48), independ (33), teacher (32), educ (31), visibility/invisibility (21), blue (20), color (19), american (17), experi (16), margin (16), student (13), one (13), research (13), group (13), divers (12), black (12), cultur (12), visibl (12), racism (12), |
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Association:
Name: American Sociological Association
URL: http://www.asanet.org
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Citation:
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MLA Citation:
| McDonald, Katrina., Harvey, Adia. and Brown, Shelly. "Visibility/Invisibility Blues: The Marginalization of Minority Faculty at Independent Schools" Paper presented at the annual meeting of the American Sociological Association, Marriott Hotel, Loews Philadelphia Hotel, Philadelphia, PA, Aug 12, 2005 <Not Available>. 2009-05-25 <http://www.allacademic.com/meta/p18286_index.html> |
APA Citation:
| McDonald, K. B., Harvey, A. M. and Brown, S. , 2005-08-12 "Visibility/Invisibility Blues: The Marginalization of Minority Faculty at Independent Schools" Paper presented at the annual meeting of the American Sociological Association, Marriott Hotel, Loews Philadelphia Hotel, Philadelphia, PA Online <PDF>. 2009-05-25 from http://www.allacademic.com/meta/p18286_index.html |
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Predominantly white educational institutions continue to wrestle with how to effectively diversify their workforces racially and ethnically. And despite a rather large and growing research literature informing the faculty diversity dialogue among predominantly white colleges and universities, there has been little focus on K-12 independent schools admittedly more behind the curve than other types of schools. This article is based on portions of a research report commissioned by the Association of Independent Maryland Schools (AIMS) and focuses specifically on the problem of racial/ethnic marginalization as a paramount factor in minority teachers’ often awkward fit within the independent school climate. |
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| Document Type: |
PDF |
| Page count: |
18 |
| Word count: |
3858 |
| Text sample: |
| Visibility/Invisibility Blues 1 Visibility/Invisibility Blues: The Marginalization of Minority Faculty at Independent Schools INTRODUCTION Like many other American workplaces predominantly white primary secondary and postsecondary educational institutions continue to wrestle with how to effectively diversify their workforces racially and ethnically. They are motivated in large part by the need to ensure that the racial/ethnic distribution of school faculties parallel that of the increasingly diverse labor force and student populations (Galindo 1996; Tack and Patitu 1992). They are also motivated |
| From the Margins: The Coping Strategies of Black Women and Other Women of Color Faculty Members at a Research University.” The Journal of Negro Education 70:166-75. Visibility/Invisibility Blues 18 Washington Velora and William Harvey. 1989. “Affirmative rhetoric negative action: African American and Hispanic faculty at predominantly White institutions.” ASHE-ERIC Higher Education Report no. 2. Washington D.C.: The George Washington University. Williams Lisa D. 2001. “Coming to Terms with Being a Young Black Female Academic In U.S. Higher Education” Pp. |
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