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- W2340443566 abstract "This essay examines Vargas’s (2002) and Stanley’s (2006) primary and secondary theses. I examine the primary thesis of each text as the experience of women faculty of color in the classroom, namely their relationship and interactions with predominately White classrooms. I then examine the secondary thesis of each text, which focuses on the limited support faculty of color receive in contrast to White faculty, specifically through such means as mentoring. Introduction The books by Vargas (2002) and Stanley (2006) provided a glimpse into the world of female faculty of color. This world is presented through the narratives of the women themselves, describing their journey through the doctoral process, being hired as professors, striving to reach tenure, and interactions with students. Through these stories, readers learn more about the experience of “recruitment, research, mentoring, institutional climate, and relationships with colleagues and students” (Stanley, 2006, p. xiii). The setting of these narratives is predominately White colleges and universities to highlight the struggles faculty of color face overall, then narrowing to the unique experience of female faculty of color. Although many experiences are examined for women faculty of color, the relationships built and described through their own voices leave the greatest impression. The interactions with White students provide the primary thesis and guiding message throughout the books. The women described the challenges and highlights of this work environment. These women faculty of color were hired for research and teaching, but their stories speak to their work as much more than just a job." @default.
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- W2340443566 date "2016-01-01" @default.
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- W2340443566 title "Women of Color in Higher Education" @default.
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