International minority ethnic academics at predominantly white institutions

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International minority ethnic academics at predominantly white institutions. / Bhopal, Kalwant; Chapman, Thandeka K. .

In: British Journal of Sociology of Education, Vol. 40, No. 1, 01.03.2019, p. 98-113.

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@article{af41bcee702e458aa7f79afd7cba9850,
title = "International minority ethnic academics at predominantly white institutions",
abstract = "Using critical race theory, this article examines the racial positioning of British international minority ethnic (IME) academics in predominantly White institutions (PWIs). Empirical data, in the form of 28 in-depth interviews with IME academics, is used to analyze the complex raced and gendered positionalities of IME academics in institutions of higher education in the United States. We argue that the institutional contexts of predominantly White universities continue to re-affirm White privilege in ways that reflect the struggles in higher education to diversify faculty at PWIs. As scholars call for more diversity across higher education campuses, we suggest that it is important to understand the interconnections between policy and practice surrounding attempts to recruit and retain IME academics. ",
keywords = "CRT, inclusion, IME academics, Higher Education, faculty",
author = "Kalwant Bhopal and Chapman, {Thandeka K.}",
year = "2019",
month = mar,
day = "1",
doi = "10.1080/01425692.2018.1486698",
language = "English",
volume = "40",
pages = "98--113",
journal = "British Journal of Sociology of Education",
issn = "0142-5692",
publisher = "Taylor & Francis",
number = "1",

}

RIS

TY - JOUR

T1 - International minority ethnic academics at predominantly white institutions

AU - Bhopal, Kalwant

AU - Chapman, Thandeka K.

PY - 2019/3/1

Y1 - 2019/3/1

N2 - Using critical race theory, this article examines the racial positioning of British international minority ethnic (IME) academics in predominantly White institutions (PWIs). Empirical data, in the form of 28 in-depth interviews with IME academics, is used to analyze the complex raced and gendered positionalities of IME academics in institutions of higher education in the United States. We argue that the institutional contexts of predominantly White universities continue to re-affirm White privilege in ways that reflect the struggles in higher education to diversify faculty at PWIs. As scholars call for more diversity across higher education campuses, we suggest that it is important to understand the interconnections between policy and practice surrounding attempts to recruit and retain IME academics.

AB - Using critical race theory, this article examines the racial positioning of British international minority ethnic (IME) academics in predominantly White institutions (PWIs). Empirical data, in the form of 28 in-depth interviews with IME academics, is used to analyze the complex raced and gendered positionalities of IME academics in institutions of higher education in the United States. We argue that the institutional contexts of predominantly White universities continue to re-affirm White privilege in ways that reflect the struggles in higher education to diversify faculty at PWIs. As scholars call for more diversity across higher education campuses, we suggest that it is important to understand the interconnections between policy and practice surrounding attempts to recruit and retain IME academics.

KW - CRT

KW - inclusion

KW - IME academics

KW - Higher Education

KW - faculty

UR - http://www.scopus.com/inward/record.url?scp=85057608504&partnerID=8YFLogxK

U2 - 10.1080/01425692.2018.1486698

DO - 10.1080/01425692.2018.1486698

M3 - Article

VL - 40

SP - 98

EP - 113

JO - British Journal of Sociology of Education

JF - British Journal of Sociology of Education

SN - 0142-5692

IS - 1

ER -