Bibliographic Details
| Title: |
FACULTY FROM MARGINALIZED GROUPS IN THE HEALTH AND SOCIAL SERVICE PROFESSIONS: CHALLENGING "EXPECTED ACADEMIC" IDENTITY AND ROLES. |
| Authors: |
PRIDE, TARA1 tarapride@dal.ca, SIBBALD, KAITLIN1, MACLEOD, ANNA1, MARTIN, DEBBIE1, OWEN, MICHELLE2 |
| Source: |
Canadian Journal of Higher Education. 2023, Vol. 53 Issue 1, p32-43. 12p. |
| Subject Terms: |
Social services, Labor market, Virtues, Social dominance, Professional ethics of teachers, Semi-structured interviews |
| Abstract (English): |
Academics have historically been members of socially dominant groups--white, cisgender, heterosexual men, from middle- to upper-classes, who identify as able-bodied and able-minded. Members of other groups are often disadvantaged. In two larger studies, semi-structured interviews were conducted with professionals from marginalized groups. Here we explore the narratives of 16 participants who explicitly discussed their experiences in faculty positions within the health and social service professions. The expected academic roles of teacher, researcher, and colleague/administrator did not neatly fit for participants, clashing with the expectations they faced by virtue of their marginalized identities. Within the health and social service professions, the norms and expectations of the academy required marginalized faculty to make sacrifices of their time and sense of self to meet job demands. The effects of these role conflicts are pervasive, affecting many areas of academic work and beyond. [ABSTRACT FROM AUTHOR] |
| Abstract (French): |
Les universitaires ont toujours été membres de groupes socialement dominants - blancs, cisgenres, hétérosexuels, hommes, des classes moyennes à supérieures, qui s'identifient comme personnes aptes physiquement et mentalement. Les membres d'autres groupes sont souvent désavantagés. Dans deux études, des entretiens semi-structurés ont été menés avec des professionnels issus de groupes marginalisés. Nous explorons les récits de 16 participants qui ont explicitement discuté de leurs expériences dans des postes de professeurs dans le domaine de la santé et des services sociaux. Les rôles universitaires ne convenaient pas parfaitement aux participants, se heurtant aux attentes auxquelles ils étaient confrontés en raison de leurs identités marginalisées. Les normes et les attentes de l'université exigeaient que les professeurs marginalisés sacrifient leur temps et leur identité pour répondre aux exigences du travail. Les effets de ces conflits de rôles sont omniprésents, affectant de nombreux domaines du travail universitaire. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
