Citation

Diversity Now, Conformity Later: Faculty Mentoring, Institutional Conformity, and the Practices of Privilege

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Abstract:

Trained in American Studies as a feminist ethnographer of work, in this paper, Erickson identifies normative practices deployed in faculty mentoring at a small, liberal arts college. Combining feminist critical race theory and occupational analysis, Erickson scrutinizes faculty mentoring practices at two critical moments in early career faculty’s careers: hiring, and the first formal review. What emerges are two distinct logics of institutional diversification. During recruitment and hiring, contributions to scholarly, pedagogical and representational diversity are valued, if not coveted. The preliminary stages of the career emerge as a sort of “diversification honeymoon” in which candidates-turned-colleagues are welcomed, embraced, and, in the words of one faculty member, encouraged to “do their thing.” This embrace of new ideas and approaches halts and is replaced by a contradictory logic during the first full review of faculty members. The logic at the review stage emphasizes “fit” and institutional conformity, privileging the comfort and security of dominant social actors who already have tenure. Using these two professionally defining moments, Erickson explains how some faculty become trapped by the juncture of these two logics, while others navigate the institutional contradictions. The perpetuation of these two logics is facilitated by mentoring and remains largely undocumented. Erickson builds on close examination of one case to consider the potential perils of practices of privilege disguised as mentoring with particular attention to how race, ethnicity, nationhood, sexuality, class and gender are treated as resources at the hiring stage and liabilities throughout the promotion process.
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Association:
Name: The Law and Society Association
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http://www.lawandsociety.org


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URL: http://citation.allacademic.com/meta/p406374_index.html
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MLA Citation:

Erickson, Karla. "Diversity Now, Conformity Later: Faculty Mentoring, Institutional Conformity, and the Practices of Privilege" Paper presented at the annual meeting of the The Law and Society Association, Renaissance Chicago Hotel, Chicago, IL, May 27, 2010 <Not Available>. 2014-11-27 <http://citation.allacademic.com/meta/p406374_index.html>

APA Citation:

Erickson, K. A. , 2010-05-27 "Diversity Now, Conformity Later: Faculty Mentoring, Institutional Conformity, and the Practices of Privilege" Paper presented at the annual meeting of the The Law and Society Association, Renaissance Chicago Hotel, Chicago, IL <Not Available>. 2014-11-27 from http://citation.allacademic.com/meta/p406374_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Trained in American Studies as a feminist ethnographer of work, in this paper, Erickson identifies normative practices deployed in faculty mentoring at a small, liberal arts college. Combining feminist critical race theory and occupational analysis, Erickson scrutinizes faculty mentoring practices at two critical moments in early career faculty’s careers: hiring, and the first formal review. What emerges are two distinct logics of institutional diversification. During recruitment and hiring, contributions to scholarly, pedagogical and representational diversity are valued, if not coveted. The preliminary stages of the career emerge as a sort of “diversification honeymoon” in which candidates-turned-colleagues are welcomed, embraced, and, in the words of one faculty member, encouraged to “do their thing.” This embrace of new ideas and approaches halts and is replaced by a contradictory logic during the first full review of faculty members. The logic at the review stage emphasizes “fit” and institutional conformity, privileging the comfort and security of dominant social actors who already have tenure. Using these two professionally defining moments, Erickson explains how some faculty become trapped by the juncture of these two logics, while others navigate the institutional contradictions. The perpetuation of these two logics is facilitated by mentoring and remains largely undocumented. Erickson builds on close examination of one case to consider the potential perils of practices of privilege disguised as mentoring with particular attention to how race, ethnicity, nationhood, sexuality, class and gender are treated as resources at the hiring stage and liabilities throughout the promotion process.


Similar Titles:
Revealing Disparities in Mentoring Experiences of Women and Ethnic Minority Faculty: Methodological and Practical Considerations

Mentoring women in science: Lessons learned from two programs targeting recruitment, retention, and advancement of female STEM faculty at primarily undergraduate institutions

FACULTY OF COLOR AT PREDOMINATELY WHITE INSTITUTIONS: UTILIZING MENTORING AS A METHOD OF LEADERSHIP DEVELOPMENT


 
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