Straddling Cultures, Identities, and Inconsistencies: Voices of Pre-Tenure Faculty of Color in Educational Leadership

Melissa A. Martinez, Anjale Devawn Welton

Research output: Contribution to journalArticle

Abstract

Drawing on the notions of biculturalism, or double consciousness, and hybridity, this qualitative study explored how 12 pre-tenure faculty of color (FOC) in the field of educational leadership working at universities in the United States negotiated their self-identified cultural identities within their predominantly White departments. Results indicated that participants were more bicultural in nature than they were in self-authoring a new hybrid identity. Nonetheless, bicultural skills equipped FOC with a better sense of how to help their departments critically examine and move beyond White-dominant notions of educational leadership preparation to more culturally responsive approaches.

Original languageEnglish (US)
Pages (from-to)122-142
Number of pages21
JournalJournal of Research on Leadership Education
Volume12
Issue number2
DOIs
StatePublished - Aug 1 2017

Keywords

  • diversity
  • in-service leadership development
  • induction
  • leadership preparation programs
  • social justice

ASJC Scopus subject areas

  • Education

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