Challenging Gendered Microaggressions in the Academy: A Social-Ecological Analysis of Bystander Action among Faculty

Autor/inn/en	Haynes-Baratz, Michelle C.; Bond, Meg A.; Allen, Christopher T.; Li, Yun Ling; Metinyurt, Tugba
Titel	Challenging Gendered Microaggressions in the Academy: A Social-Ecological Analysis of Bystander Action among Faculty
Quelle	In: Journal of Diversity in Higher Education, 15 (2022) 4, S.521-535 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Haynes-Baratz, Michelle C.) ORCID (Bond, Meg A.) ORCID (Allen, Christopher T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8926
DOI	10.1037/dhe0000315
Schlagwörter	Women Faculty; Gender Bias; Intervention; Work Environment; Teacher Behavior; Affordances; Barriers; Teacher Role; Audiences; Faculty Development + Suchen Sie Ihr Suchwort? Frauenakademie; Weibliche Gelehrte; Geschlechterstereotyp; Arbeitsmilieu; Teacher behaviour; Lehrerverhalten; Lehrerrolle; Spectator; Zuschauer
Abstract	Despite increasing numbers, women faculty are still underrepresented at higher ranks and in leadership positions in the professoriate. Recent research suggests that gendered microaggressions, a particular expression of subtle gender bias, have a powerful, cumulative negative impact on women faculty's access to research support and advancement. Bystander interventions are a promising avenue to mitigate their impact. However, little is known about the factors that encourage and/or present barriers to bystander action around microaggressions in the academic work environment--arguably, critical information required in order to design an effective workplace intervention program. A series of 12 semistructured interviews were conducted to explore faculty's current action (or inaction) in response to witnessing microaggressions. Employing a social--ecological lens, findings suggest that facilitators and barriers to bystander action exist at the individual, interpersonal, and organizational levels. Implications for the development of workplace bystander intervention programs in the academy are discussed. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01