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• W653673567 abstract "This article uses numeric and qualitative data to interrogate the impact of affirmative action policies on shattering glass ceilings and resolving impasse in the academic lives of African Americans. This work takes its trajectory from previous research on glass ceilings (Marina and Fonteneau, 2012). Two brief case studies from both PWIs and HBCUs are mentioned to ponder complex attitudes toward race, gender and power. In extracting meaning from the policies, practices, and cases, it became clear that attitudes toward power and authority are influenced by context, but even more, by an individual’s sense of right and wrong. This work is heavily vested in the African American woman’ s social and professional mobility, the very nature by which African Americans have gained presence in academic environments. This work suggests that affirmative action policies and institutional systems of redress have had little effect on resolving impasse and career gridlock. The concept of “glass ceilings” as a site where insurmountable professional limitations appear, and are confronted, but not overcome, is well documented in American popular culture and industrial society. Glass ceilings, as a place of “impasse” where spatial dimensions embedded in institutional infrastructures do not allow a positive turn, ascent, nor going forward, are multidimensional in expression. Historically, African American women have faced glass ceilings in terms of tenure, promotion, inclusion, as well as increasing rank, and status in post-tenure scenarios. When institutional structures combine with intersectional biases such as race, class, gender, and color, some African American women fail to gain professional and economic ascendancy. At other times, psychic pain, part of the fallout from having to confront and challenge glass ceilings, can have a paralyzing effect on careers. Finally, in the larger public view, African American women are impacted by ascendancy issues in regard to negative perceptions of their social and moral character. In the latter case, I advance a position that scholars have failed to make critical connections between socio-economic impasse and African American women’s professional engagement with glass ceilings in the academy. Gridlock in the socio-economic space of African American women’s lives is often mirrored in their professional and academic ambitions and vice versa. Neither higher education nor political discourse has freed African American women from effects of negative stereotyping, and professional stasis. This article reveals that legal approaches have not closed socio-economic gaps for African American women or dismantled glass ceilings that bar her progression in the academy. I use an approach grounded in moral philosophy to expose the infrastructure of systems that keep African American women in the sub-strata while privileging those who burden her with stigma from the inimitable slave past. Moral philosophy takes into account errors of knowledge and moral failure—both of which refer to rational beings— as barriers to resolving deadlock. Institutions of higher education ought to strive to do" @default.
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• W653673567 date "2013-01-01" @default.
• W653673567 modified "2023-09-27" @default.
• W653673567 title "Dismantling Glass Ceilings: Ethical Challenges to Impasse in the Academy" @default.
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