The DOI matches its Crossref record; 20 of the 25 references it cites were found in a registry or an index.
Invictus: Race and Emotional Labor of Faculty of Color at the Urban Community College
Open accessAbstract
This article shares the counter-stories of four junior faculty members of color, whose lived experiences provide concrete examples of what emotional labor sometimes entails in higher education. Grounded in Critical Race Theory and antiracist methodologies, these academics identify specific ways in which they experience emotional labor: guilt, silence, anger, navigating double-consciousness and liminality, and self-regulating physical and mental health. They seek to buttress their experiences with counternarratives and, consequently, recommendations for how community college leaders may help to alleviate the emotional labor associated with junior faculty members of color through promotion, leadership, mentoring, and recognition of diverse perspectives and contributions by faculty members of color to the landscape of academe.
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“The perpetual and intersecting claims of ignorance and silence, alongside the incalculable amount of time spent resisting White supremacy and the White Fragility defense (Daniel, 2018;DiAngelo, 2018;Smith et al., 2020;Sule et al., 2017), have left Black women professionals feeling trapped to cope with racial battle fatigue, emotional labor, and negative career-related consequences (Corbin et al.,”
From Next Wave of Post Traumatic Slave Syndrome Survivors (2021) · cites this paper as Smith et al., 2020
In the citing paper
“Regardless of education and social status, findings for this study reveal that even Black women professionals are forced to conform to the pathology of White America's norms through domination of racist socialization, gendered, racial, colorist microaggressions (Hall & Crutchfield, 2018;Perlow et al., 2018;Smith et al., 2020), and the killing of Black women professionals.”
From Next Wave of Post Traumatic Slave Syndrome Survivors (2021) · cites this paper as Smith et al., 2020
Citations
Cites
Teaching to transgress: education as the practice of freedom
(1995) · Choice Reviews Online · doi:10.5860/choice.32-4628 · Cited by 8,791
The Cultural Politics of Emotion
Ahmed, S. (2014) · Edinburgh University Press eBooks · doi:10.1515/9780748691142 · Cited by 8,052
Understanding Cultural Diversity and Learning
Ogbu, J. U. (1992) · Educational Researcher · doi:10.3102/0013189x021008005 · Cited by 1,167
(2018) · Cited by 971
White Fragility: Why It's So Hard for White People to Talk About Racism
and, U. C., & Santay, D. (2019) · The Black Scholar · doi:10.1080/00064246.2019.1655383 · Cited by 853
Whose culture has capital? A critical race theory discussion of community cultural wealth
Yosso, T. J. (2020) · Routledge eBooks · doi:10.4324/9781003005995-8 · Cited by 594
The question of access: disability, space, meaning
Hansen, N. E. (2012) · Disability & Society · doi:10.1080/09687599.2012.674769 · Cited by 411
Ethnic Minority Scholars, Research, and Mentoring: Current and Future Issues
Padilla, A. M. (1994) · Educational Researcher · doi:10.2307/1176259 · Cited by 339
Emotional Labor in Academia: The Case of Professors
Bellas, M. L. (1999) · The Annals of the American Academy of Political and Social Science · doi:10.1177/000271629956100107 · Cited by 330
The evolving role of critical race theory in educational scholarship
Ladson-Billings, G. J. (2005) · Race Ethnicity and Education · doi:10.1080/1361332052000341024 · Cited by 278
Flagged first, then by citations
5 of the 25 references couldn’t be matched to a known paper.
Cited by
Sorted by citations
Women of color and the hidden curriculum of school psychology doctoral programs
Sabnis, S. V., Tanaka, M. L., Beard, K., & Proctor, S. L. (2023) · Journal of School Psychology · doi:10.1016/j.jsp.2023.02.004 · Cited by 23
Next Wave of Post Traumatic Slave Syndrome Survivors
Rodgers, S. T. (2021) · Advances in Social Work · doi:10.18060/24159 · Cited by 6
“Regardless of education and social status, findings for this study reveal that even Black women professionals are forced to conform to the pathology of White America’s norms through domination of racist socialization, gendered, racial, colorist microaggressions (Hall & Crutchfield, 2018; Perlow et al., 2018; Smith et…”
BackgroundInfluentialMartinez, E., Pierce, S. V., & Peña, I. (2023) · Community College Review · doi:10.1177/00915521231201449 · Cited by 6
Smith, K.-A. M., & Lynch, T. G. (2022) · Advances in human resources management and organizational development book series · doi:10.4018/978-1-6684-3564-9.ch004
Self-citationCommunity College Student Mental Health: Faculty Experiences and Institutional Actions
Kater, L., & Adu-Boahene, R. (2024) · Community College Journal of Research and Practice · doi:10.1080/10668926.2024.2387305
Metadata
- Authors
- Smith, K.-A. M., Alves, K. T., Weathersby, I., & Yi, J. D.
- Affiliations
- Queensborough Community College, CUNY (US)
- Venue
- The journal of the Assembly for Expanded Perspectives on Learning.
- Publisher
- University of Tennessee
- Published
- 2020
- Volume
- 25
- ISSN
- 1085-4630 (ISSN-L)
- 2831-8110
- OpenAlex
- W3087262704
- Cited by
- 7
- References
- 25
- Citations by year
- 2026: 1 · 2025: 1 · 2024: 1 · 2023: 2 · 2022: 1 · 2021: 1
- FWCI
- 1.33
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Journal of the Assembly for Expanded Perspectives on Learning (publishedVersion)
- Topics
- Social Sciences › Sociology and Political Science › Critical Race Theory in Education
- Social Sciences › Sociology and Political Science › Emotional Labor in Professions
- Social Sciences › Education › Higher Education Research Studies
- Keywords
- emotional labor, faculty of color, new faculty, urban community colleges, counterstories, critical race theory, guilt, silence, anger, double consciousness, liminality, self-regulation, mental health, counter-narratives, faculty promotion, mentoring
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