ERIC Number: EJ1191709
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Disappearing Feminists: Removing Critical Voices from Academe
Martin, Jennifer L.; Beese, Jane A.
Forum on Public Policy Online, v2018 n1 2018
As more and more women are being employed as faculty in institutions of higher education, tenure track positions are declining and most of the positions women find themselves in are clinical non-tenure track or part-time adjunct positions. With less traditional academic positions available and more women in the field the result is increased intense competition and rivalry among women. Because of the lack of tenured positions, women may not be as cooperative with other women competing for the same positions and may trigger behaviors conducive to harassment, bullying, and sabotage. This paper utilizes feminist standpoint theory to interrogate the personal oppressions and open hostilities that critical social justice intersectional feminists can face in academe. Looking specifically at academic mobbing, or tactical maneuvers used to discipline and/or punish successful scholars, particularly those possessing critical perspectives, and woman-to-woman bullying, we interweave narrative compiled through personal interviews with theory. We found that bullying and harassment are not uncommon for professors who are women, particularly if they are outspoken, critical, interested in justice and fairness--seeking it for themselves and others. It also must be stated that these experiences are compounded by multiple minority statuses such as race, sexual orientation, and language prejudice. The paper concludes with strategies to help novice critical scholars navigate issues such as academic mobbing and bullying in order to combat the practices of exclusion that are ever present within higher education.
Descriptors: College Faculty, Women Faculty, Feminism, Bullying, Teaching Experience, Inclusion, Power Structure, Collegiality
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A