In the service of social equity: Leveraging the experiences of African American women professors

Abstract

ABSTRACT This study reviews social equity within the public administration academy using critical race theory and intersectionality as frameworks. The researcher analyzes secondary data on doctorate degrees and tenure status earned by faculty members disaggregated by gender and race, contextualizing results with analysis of data from individual interviews of 14 African American women scholars in the academy. Findings suggest there are more nuanced reasons behind negative outcomes for scholars from underrepresented backgrounds. Beyond racism and sexism, there appears to be an inhospitable climate toward social equity related service and scholarship – some of the very tools many underrepresented faculty members use to combat the negative impacts of racism and sexism inside and outside of the academy. Implications for the academy and future research opportunities are presented.