skip to main content
US FlagAn official website of the United States government
dot gov icon
Official websites use .gov
A .gov website belongs to an official government organization in the United States.
https lock icon
Secure .gov websites use HTTPS
A lock ( lock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.


Title: Pyrrhic Persistence?: One Road to Full Professorship at an HBCU
“Was making full professor a Pyrrhic victory?” is the question which guides this reflective personal narrative on attaining the rank of Full Professor, the first and only Black woman full professor in a STEM discipline at Florida A&M University (FAMU), a large Historically Black College and University (HBCU). In assessing the costs, the author expresses concrete experience of institutional trauma, academic betrayal, burnout, and structural violence along with values, motivations involved in persisting on her journey. The author is also the principal investigator of an NSF ADVANCE award (EES-1824267) and is directly involved with leading institutional transformation efforts.  more » « less
Award ID(s):
1824267
PAR ID:
10512239
Author(s) / Creator(s):
Publisher / Repository:
ADVANCE Journal
Date Published:
Journal Name:
ADVANCE Journal
Volume:
5
Issue:
1
ISSN:
2643-7031
Subject(s) / Keyword(s):
Gender STEM HBCUs Pyrrhic Victory Institutional Betrayal Academic Trauma
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
More Like this
  1. The route to tenure is often clear and well-defined, while the path to full professor is notoriously described as ambiguous and elusive, which raises questions and uncertainty on how to be promoted. In order to explore institutional concerns expressed by associate professor women in science, technology, engineering, and mathematics (STEM) and social and behavioral sciences (SBS) regarding the pathway to full professor, interviews were conducted with members of the Belayers Network at the University of Colorado Colorado Springs (UCCS). The Belayers Network consists of STEM and SBS associate professor women and is designed to support their promotion to full professor through opportunities to come together for informational, tangible, and emotional resources. An instrumental case study with a pragmatic theoretical lens was employed for this study. Interviews were analyzed inductively and resulted in five themes: (1) Full professor promotion criteria are ambiguous; (2) Teaching and service expectations are too high; (3) Lack of research collaborators inhibits scholarly output; (4) Scarce research-related resources are a persistent struggle; and (5) Mentoring and support are absent. The academy may find it instructive to understand better associate professor women’s institutional concerns about the pathway to full professor and possible ways to offset the obstacles toward achievement. Additionally, pragmatic solutions and implications are offered to mitigate these concerns in the context of UCCS. This research is sponsored by a National Science Foundation ADVANCE Adaptation Award. 
    more » « less
  2. null (Ed.)
    Yu Kawamata was born in Japan in 1988, and he completed his undergraduate education at Kyoto University. He obtained his master’s degree and his Ph.D. at the same university under the supervision of Professor Keiji Maruoka, and he undertook a short-term internship at The Scripps Research Institute working on natural product synthesis with Professor Phil S. Baran. Upon completion of his doctoral studies, he returned to the Baran laboratory as a research associate and currently is pursuing his postdoctoral studies on organic electrochemistry.Phil S. Baran was born in New Jersey in 1977 and completed his undergraduate education at New York University in 1997. After earning his Ph.D. at The Scripps Research Institute (TSRI) in 2001, he pursued postdoctoral studies at Harvard University until 2003, at which point he returned to TSRI to begin his independent career. He was promoted to the rank of professor in 2008 and is currently the Darlene Shiley Professor of Chemistry. The mission of his laboratory is to educate students at the intersection of fundamental organic chemistry and translational science. 
    more » « less
  3. null (Ed.)
    The full extent of gender discrimination in university settings remains uncertain. More research is needed to understand the scope of gender discrimination experiences in universities and to develop effective prevention approaches. However, Title IX and Institutional Review Board policies may hinder researchers’ abilities to study gender discrimination in university settings. In this paper, we describe our experience working with the Institutional Review Board and Title IX offices to obtain approval for researching gender discrimination in university settings. We provide recommendations for how universities can enable gender discrimination research and follow Title IX policies. 
    more » « less
  4. As the demographics in the United States college-going population continue to shift, the number of HSIs grows annually, yet research in higher education indicates a difference between enrolling Hispanic students in great numbers and serving the Hispanic/LatinX population [1,2] Servingness is embodied in structures and practices that constitute HSIs and is manifested in the acts of institutional agents who interpret policy, advocate for students, and access resources on behalf of students. This paper describes the findings from an initial case study of a public US East Coast Emerging Hispanic Serving Institution recently funded by the National Science Foundation to provide scholarships for high-achieving students with great financial need. To understand the financial barriers students face in attending college in a post-pandemic context, the first author interviewed key stakeholders at EAST STEM University. The research question driving the study was: How is EAST STEM changing its infrastructure to develop diverse support structures that serve students? Data for this pilot case study were collected from unstructured interviews with the lead faculty member of the grant in the computer science department, document analysis of institutional data (e.g., contextual data from the US Department of Education, publicly available information from Excellencia in Education, institutional profile data from the Institute of Educational Statistics), and from formal interviews with key stakeholders across the university. Interviews were transcribed and coded using emerging themes with Dedoose software. The staff interviewed in this study span five administrative offices and academic departments. Findings from this case suggest the institutional goals of promoting diversity and increasing persistence were values aligned with the acts of servingness utilized at East STEM University to advocate holistically for student needs [3]. Interviews with institutional agents indicate two ways the institution supported student progression through the major-through human resource allocation and through financial prioritization for equity. Within this institutional context, institutional agents enacted servingness through their emphasis on equity and persistence priorities, with, in some cases, a critical lens supportive of student success[4]. Key to their efforts in promoting persistence for students were three actions-creating space for one-on-one engagement with students, advocating on students' behalf across multiple administrative offices, and adapting and reinterpreting policies to support continued student enrollment. This study illustrates how institutional agents aligned serving with a key institutional initiative and how that alignment created space for innovation in meeting undergraduate students' financial needs. 
    more » « less
  5. Our central hypothesis is that an inter-institution approach to educational transformation, centered on democratizing innovation across institutional boundaries, will effectively prepare next-generation innovators and engineers to address systemic and institutional racism and whiteness within STEM by challenging educational norms in higher education. This project is focused on co-facilitation and co-learning across Tuskegee University and the University of Colorado Boulder through an informal (outside of the classroom) undergraduate project, with land provided by Harvest Dreams. Undergraduate students from both institutions are a part of a collaborative cohort facilitated by faculty from both institutions to tackle each year's mission based on the faculty's expertise. This first year's cohort is focused on Creation as the inter-institutional group is creating the blueprint for the next four years with students and faculty heavily engaged with Harvest Dreams. Harvest Dreams has continued the legacy of teaching based on lessons from ancestors and has maintained land ownership since 1922. As a place pivotal to Black history in the United States, Harvest Dreams has played a pivotal part in forming such a project. 
    more » « less