An official website of the United States government
PurposeIn this JOCM Viewpoint article, the author reflects on the expectations of some minoritized group members that power holders and otherwise privileged group members should exhibit authentic allyship. Specifically, it is suggested that these expectations are unrealistic given both the challenges of being an ally and the absence in many power holders of the type of consciousness that enables effective allyship. Design/methodology/approachAn analysis of the challenges inherent in allyship as well as the criticism that performative rather than authentic allyship frequently occurs is followed by a review of research on consciousness and the implications of the level of consciousness for generating effective ally behavior. FindingsDifferent stages of consciousness generate different types of responses to the challenges of allyship, some being more effective than others. Reaching a certain stage of consciousness development may increase the likelihood that the ally will be able to hold space for the emotional well-being of the marginalized and the need for instrumental change, which are both necessary for effective allyship to occur. Without these, an individual’s allyship is likely to be absent or at the most performative. Allyship groups can be helpful in supporting this level of consciousness through their group norms. Originality/valueThis viewpoint challenges conventional assumptions that privileged members of society should engage in allyship and suggests only a subset will be able to make the commitment and exhibit the behaviors required of authentic allies.
more »
« less
Development-ally focused: a review and reconceptualization of ally identity development
PurposeAlthough allies have been shown to be effective at helping to ignite positive change for marginalized groups, the literature on ally identity development is fragmented. Design/methodology/approachWe draw from developmental, contextual, and identity theories to review the existing literature and focus squarely on the ally experience, resulting in a synthesized process-based conceptualization of ally identity development. FindingsAt each stage, we discuss intrapersonal experiences individuals are likely to have internally, interpersonal experiences that are likely to occur with others, and catalysts for progression to subsequent stages. In doing so, we outline the multilevel factors that influence and are influenced by ally development in hopes of identifying what motivates or dissuades individuals from becoming more active allies. Originality/valueWe provide practitioners and scholars with a deeper understanding of the organizational and societal benefits associated with allyship behaviors, as well as tools for increasing their presence within organizations.
more »
« less
- Award ID(s):
- 1945604
- PAR ID:
- 10561814
- Publisher / Repository:
- Emerald Group Publishing
- Date Published:
- Journal Name:
- Equality, Diversity and Inclusion: An International Journal
- Volume:
- 43
- Issue:
- 1
- ISSN:
- 2040-7149
- Page Range / eLocation ID:
- 114 to 131
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
-
PurposeRacially and ethnically minoritized (REM) women continue to be underrepresented in science, technology, engineering and mathematics (STEM) programs and careers. Peer mentoring is one strategy that can support their participation. This study explores the experiences of Black women peer mentors in an online peer mentoring program at two historically Black institutions. Design/methodology/approachA qualitative case study approach was utilized to explore the impact of an online peer mentoring program on peer mentors' STEM self-efficacy, sense of community, STEM identity and intent to persist in STEM. FindingsAnalysis identified five themes relating to peer mentors' experiences in the program: (1) an “I can do this” approach: confidence and self-efficacy; (2) utility of like others; (3) “beacons of light”: intersecting and malleable identities; (4) skills development and (5) motivation and reciprocity. Further, challenges of the online relationship were shared. Originality/valueThe study contributes to the body of knowledge by demonstrating the utility of an online peer mentoring model among women mentors enrolled in STEM programs at two historically Black institutions. The findings support those who are historically marginalized in participating in and remaining in STEM.more » « less
-
PurposeThis study aims to present the evaluation of a competency-based online professional development training program, PhD Progression, tied to a digital badge system, created to support PhD students across fields. Design/methodology/approachThis study took place at Boston University, a large, nonprofit, Carnegie Classified R1 research-intensive institution located in the northeastern region of the USA. Through internal campus collaborations, the authors developed a PhD core capacities framework. Building from this framework, the authors designed the first learning level of the program and ran a pilot study with PhD students from various fields and at different stages of their PhD. Using surveys and focus groups, the authors collected both quantitative and qualitative data to evaluate this program. FindingsThe quantitative and qualitative data show that the majority of the PhD student participants found the contents of the competency-based training program useful, appropriate for building skills and knowledge and therefore relevant for both their degree progress and their future job. Gaining digital badges significantly increased their motivation to complete training modules. Practical implicationsThis type of resource is scalable to other institutions that wish to provide self-paced professional development support to their PhD students while rewarding them for investing time in building professional skills and enabling them to showcase these skills to potential employers. Originality/valueThis study demonstrates, for the first time, that tying a digital badging system to a competency-based professional development program significantly motivates PhD students to set professional development goals and invest time in building skills.more » « less
-
PurposeSupporting community college transfer students represents a critical strategy for broadening participation in STEM. In addition to being a racially diverse group, students who pursue STEM degrees by way of community college report frequent interests in graduate study and academic careers. Thus, supporting and expanding transfer students’ PhD interests can help to diversify the STEM professoriate. This study aims to identify the experiences that predict PhD interests among students who transferred into the computer science major from a community college. Design/methodology/approachRelying on longitudinal survey data from over 150 community college transfer students throughout their first year at their receiving four-year university, we used regression analysis to identify the post-transfer college experiences that predict early interest in PhDs. FindingsWe found that receiving information about PhDs from a professor strongly predicted PhD interest among transfer students. Relationships with other variables indicate that the provision of information about graduate school was more likely to occur for students who participated in undergraduate research experiences than for those participating in internships. Descriptive data document inequities in who has access to these types of experiences. Originality/valueThis paper provides new insight into how STEM departments can develop targeted efforts to ensure that information about PhD training is equitably available to all transfer students. Working to ensure that faculty equitably communicate with students about PhD opportunities may go a long way in countering potential deterrents among transfer students who may be interested in such pathways.more » « less
-
Academic AbstractAdvantaged group allies have multiple motives for supporting equality, raising questions about their sincerity. We draw upon the covariation model of attributions to explain how disadvantaged group members make attributions about whether advantaged group “allies” are sincerely motivated to empower the disadvantaged group. We propose an Attribution-Identity Model of Sincerity (AIMS) which posits that disadvantaged group members view advantaged group members as sincere allies when they support equality in the presence of inhibitory causes and in the absence of facilitative causes, exceed expectations for the advantaged group, and provide support across time and contexts. Furthermore, those who identify strongly with their disadvantaged group and perceive intergroup inequality as illegitimate are most motivated to ascertain the sincerity of advantaged group members’ allyship. AIMS suggests how members of disadvantaged groups seek to maximize benefits and minimize risks of advantaged group members’ allyship. Public AbstractAdvantaged group members (e.g., men, White Americans) can act as allies for disadvantaged groups (e.g., women, Americans belonging to minoritized racial groups), but members of disadvantaged groups sometimes have reason to question whether their motives are sincere. We argue that members of disadvantaged groups view advantaged group allies as more sincere when they support equality when they do not stand to benefit from it and even when they stand to lose. We also argue that members of disadvantaged groups view advantaged group allies as more sincere when their support for equality goes beyond expectations for their advantaged group, consistently over time, and is not limited to particular situations, forms, or contexts. Members of disadvantaged groups like sincere allies, want to work with them, and feel safe around them. Sincere allies also serve as moral exemplars to other members of advantaged groups.more » « less
- Free Publicly Accessible Full Text
-
Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1108/EDI-10-2022-0284
