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Faculty diversity has received increased attention from researchers and institutions of higher education, yet faculty demographics have not changed substantially for many underrepresented groups. Several barriers to the retention of women and faculty of color have been offered, including a lack of belonging, discrimination, social exclusion, and tokenism. Epistemic exclusion, scholarly marginalization rooted in disciplinary and identity-based biases, is theorized to act as another barrier to the retention of these faculty. The present study examines the effect of scholarly devaluation, a primary component of epistemic exclusion, on faculty workplace outcomes using data from 1,341 tenure-track faculty from a predominantly White, research-intensive institution. We found that women and underrepresented faculty of color reported higher perceptions of scholarly devaluation. Further, scholarly devaluation was associated with higher intentions to leave the university and this relationship was mediated by lower job satisfaction and poorer perceptions of the workplace climate. Notably, the negative consequences of perceiving scholarly devaluation were found for all faculty, not just women and faculty of color. We discuss the implications of these findings for retaining marginalized faculty and for institutions of higher education more broadly.

Faculty of color experience a number of challenges within academia, including tokenism, marginalization, racial microaggressions, and a disconnect between their racial/ethnic culture and the culture within academia. The present study examined epistemic exclusion as another challenge in which formal institutional systems of evaluation combine with individual biases toward faculty of color to devalue their scholarship and deem them illegitimate as scholars. Using data from interviews with 118 faculty of color from a single predominantly White, research-intensive institution, we found that epistemic exclusion occurs through formal hierarchies that determine how scholarship is valued and the metrics used to assess quality, and through informal processes that further convey to faculty of color that they and their scholarship are devalued. In addition, there was variability in reporting these experiences by race, gender, nationality, and discipline. We found that faculty of color coped with epistemic exclusion by being assertive and by seeking validation and support outside the institution. Finally, participants described a number of negative work-related and psychological consequences of their epistemic exclusion. We discuss epistemic exclusion as a form of academic gatekeeping that impedes the recruitment, advancement, and retention of faculty of color and offer strategies to address this barrier.

AbstractCo-occurring posttraumatic stress disorder and alcohol use disorder is a major public health concern affecting millions of people. Although this disorder affects people from all groups, research shows that, when compared to White people, people of color systematically suffer worse chronicity and burden of disorder. Additionally, research shows that people of color endure a variety of barriers to accessing treatment and often require specialized or culturally appropriate care. Consequently, the array of treatments available must have been determined to be effective for people of color when they access treatment, and people of color must be well represented in research to ensure effective treatment. Therefore, randomized controlled trials testing treatments for this disorder must include racially diverse samples and ensure treatments are effective for all groups. Further, if they lack diversity, it is necessary to explore whether and how the process of conducting randomized controlled trials is biased toward the constrained inclusion of people of color. This study used a Matrix of Domination framework as an intersectional method to investigate this question. It assessed the inclusion of people by race and sex in randomized controlled trials for co-occurring posttraumatic stress disorder and alcohol use disorder. We found that people of color and White women are significantly underincluded in randomized controlled trials and that these studies are hegemonically, disciplinarily, and structurally biased in ways that facilitate the overrepresentation of White men and the underrepresentation of marginalized groups. [ABSTRACT FROM AUTHOR]

In the current study of 353 science and engineering faculty members, we examined whether three types of gender-based mistreatment might "chill" individuals' perceptions of the professional climate, which might in turn undermine satisfaction with their jobs. We also tested gender differences in these relationships. Results indicated that for women, the relationship between gender discrimination (e.g., unequal access to resources) and job satisfaction was mediated by scholarly alienation and a negative workplace climate; gender derogation (e.g., disparaging comments) was related to organizational sexism toward women (OSTW), which was associated with perceptions of scholarly alienation and a negative workplace climate; these perceptions in turn predicted lower job satisfaction. For men, gender derogation was indirectly related to job satisfaction via scholarly alienation, and OSTW was indirectly related to job satisfaction via both climate variables. Analyses indicated that most of these indirect effects were stronger for women than men. We discuss these results for both sexes and suggest reasons why men's climate perceptions may be "chilled" by exposure to sexism toward women. We also discuss implications for individuals working with women in male-dominated environments, such as organizational administrators and clinical practitioners.

Gender-based bullying is the most common form of violence that students encounter in U.S. public schools. Several large-scale surveys reveal its consequences for students. Fewer studies examine how school staff members make sense of and respond to such violence. The authors address this knowledge gap by presenting analyses of interviews conducted with high school faculty and staff. Synthesizing sociological studies of violence and positioning theory, the authors illuminate the webs of relationships and cultural narratives in which school staff responses to gender-based bullying are situated. The authors find that, although school staff members felt compelled to intervene when male students sexually harassed quiet girls, they were reluctant to intervene in abusive heterosexual dating relationships and were ambivalent about their responsibility toward gay and lesbian targets of bullying. The authors argue for expanding prevention efforts beyond intervention to engage school staff in critically examining sexist and heterosexist roles, norms, and practices. (Contains 3 notes.)

The intersection of race and gender may create unique experiences for Black and White women in terms of work, family, domestic roles, and interpersonal relationships. Dissimilar gender-role norms may foster different perceptions of gender for these two groups of women. In the current study, we examined similarities and differences in Black and White women's perceptions of their gender using qualitative focus group methodology and grounded theory data analysis. The results identified five themes that were common to Black and White women: Gender-Based Mistreatment, Perceived Advantage, Friendships and Community, Caretaking, and Work and Family Options. One additional theme, Inner Strength, emerged only for Black women. Although many of the broad perceptions of womanhood were similar for Black and White women, analysis of the content within each theme highlighted important differences. We discuss the results in terms of how they may reflect socio-historical factors, gender discrimination, stereotypes, and gender-role norms.

Drawing upon feminist analyses of double jeopardy and the cult of true womanhood, we examine race, rank, sexual harassment frequency, and psychological distress for Black and White female military personnel (N= 7,714). Results indicated that White women reported more overall sexual harassment, gender harassment, and crude behavior, whereas Black women reported more unwanted sexual attention and sexual coercion; enlisted women reported higher rates of each subtype than officers. Black enlistees reported more sexual coercion than White enlistees, and enlistees reported more than officers, but there were no racial differences across officers. Black women reported more psychological distress following gender harassment than White women, and enlisted women reported more distress following gender harassment, unwanted sexual attention, and sexual coercion than officers. Although Black officers were less distressed at low levels of sexual coercion, as coercion became more frequent, their distress increased significantly, and at high levels, all groups were similarly distressed.

Background: Peer sexual harassment is a significant social problem with consequences for both students and schools. Four out of 5 students report experiencing sexual harassment. These experiences have been linked to poor psychological health and academic withdrawal. Recognizing the seriousness of sexual harassment in schools, Supreme Court rulings have established school liability for known instances of sexual harassment under Title IX of the Education Amendments of 1972. Federal guidelines established by the Office for Civil Rights of the US Department of Education mandate schools to develop sexual harassment policies; however, the implementation of these guidelines has not been examined. Therefore, this study assessed the degree to which sexual harassment policies in primary and secondary schools adhered to said guidelines. Methods: This study evaluated 784 primary and secondary school sexual harassment policies across 4 states on 3 key factors: accessibility to students (ie, via the Internet), consistency with federal guidelines regarding their content and the inclusion of 10 key components, and consistency of content across educational levels. Results: Only 14% of sexual harassment policies were available online; the majority of policies incorporated only 5 of the 10 critical components, and elementary school policies contained significantly fewer components than all other educational levels. Conclusions: The Internet is an underused resource for disseminating school sexual harassment policies to students. When policies are available, they rarely incorporate the key elements specified in the federal guidelines. Particularly troubling are the inaccessibility and incompleteness of elementary school policies. Greater attention to policy accessibility and comprehensiveness is needed. (Contains 6 tables.)

Although previous research has linked sexual harassment to negative psychological outcomes, few studies have focused on moderators of these relationships. The present study surveyed Black (n = 88) and White (n = 170) female undergraduates who endorsed experiences of sexual harassment to examine whether traditional gender attitudes differentially moderated the relationship between sexual harassment and three outcomes: posttraumatic stress symptoms, general clinical symptoms, and satisfaction with life. We replicated past findings that sexual harassment is related to negative outcomes. Further, the results supported our hypothesis that less traditional gender attitudes (i.e., more feminist attitudes) would buffer the negative effects of sexual harassment for White women, whereas the same attitudes would exacerbate its negative effects for Black women. We discuss reasons for these differences, including Black women's double consciousness and differences in the meaning of feminist and traditional gender attitudes for Black and White women.

A survey of 13,743 women in the armed forces used an instrument to identify specific experiences of sexual harassment rather than aggregate approaches. Confirmatory factor analysis supported the measure's construct validity. Reasons for using aggregate versus situation-specific approaches were identified. (Contains 19 references.) (SK)

This paper describes a multi-year initiative at Michigan State University (MSU) to change our institutional response to relationship violence and sexual misconduct (RVSM) in the aftermath of a large-scale institutional crisis. While the circumstances at MSU are unique, many universities have faced or will face moments that bring RVSM issues into the spotlight. To inform other colleges and universities, we describe how we developed a 5-year strategic plan to transform services for survivors and develop prevention programming for multiple audiences and at multiple levels of analysis. We titled this framework Know More. Do More. Support More, w hereby "know more" reflects our ongoing use of campus climate surveys and data sharing to educate our community about RVSM; "do more" includes our institutional-level strategic plan for culture change; and "support more" provides guidance to our community members on how to respond to disclosures in a trauma-informed way and connect survivors to support services. We discuss the challenges and opportunities that stemmed from our choice to work "within the system" to create this model, as well as the ethical dilemmas we faced in these partnerships. [ABSTRACT FROM AUTHOR]

Michigan State University (MSU) created a long-term, values-based strategic plan to increase help-seeking and reduce the incidence of relationship violence and sexual misconduct. Creating systemic change in institutions of higher education is challenging, particularly so in the wake of massive institutional crises and betrayal, as we had at MSU. In this paper, we address the challenges and critiques of our strategic planning efforts offered by esteemed scholar-activists: Jacobson López (2023), Hirsch and Khan (2023), McMahon (2023), and Boots et al. (2023). [ABSTRACT FROM AUTHOR]

As a result of a long history of both forced miscegenation and willing participation in interethnic relations, there now exists a growing group of people who closely identify with a racial or cultural group that is incongruent with their physical appearance. This can occur in one of three ways: (1) when someone is multiracial, and, therefore, not easily placed in a single racial/ethnic category, (2) when one physically resembles a racial/ethnic group other than his or her actual classification, or (3) when a person has acculturated to a racial/ethnic group other than his or her own. This paper addresses therapeutic and social concerns that are likely to emerge when counseling women fitting one of these three categories. To illustrate these factors, four case summaries of women experiencing distress directly and indirectly related to their ethnic/racial self-identification are presented, along with relevant social, interpersonal and emotional concerns. KEYWORDS. Multiracial, racial, multicultural, women, therapy

To date, scholars who investigate sexual harassment have been disturbingly silent about issues facing women of color. The current study describes results of a qualitative study of sexual and racial harassment conducted with 37 African American women. These data indicate that African American women cannot easily separate issues of race and gender when considering their personal accounts of victimization, which creates a form of racialized sexual harassment. Implications for practice and therapeutic interventions are presented. KEYWORDS. Blacks, sexual harassment, racial harassment