Abstract
This study explores the experiences of foreign-born women (female and female-identifying) faculty at a university in the US state of Colorado. It is not uncommon that U.S. universities fail to fully understand the challenges and barriers faced by foreign-born faculty. The plight of foriegn-born women faculty is even less understood. Consequently, these faculty may not receive the kind of support nor appreciation they need to perform effectively their full spectrum of responsibilities and duties. Additionally, without an adequate understanding of these faculty’s unique assets, universities may fail to fully capitalize on their strengths. This incomplete comprehension of these faculty members’ experiences and advantages can create situations that negatively impact faculty performance encompassing research, teaching and service, and career wholistically. By shedding light on this under-examined issue area, this study aims to sensitize U.S. universities to the unique challenges and strengths related to their foreign-born women faculty members in the hopes of helping them thrive in mutually beneficial ways. Utilizing an exploratory study conducted at a university in Colorado, this study is comprised of focus group meetings with a self-selected cohort of foreign-born women faculty. The data provide insights on what challenges this group faces and what policies might help address those challenges.
Presenters
Betcy JoseAssociate Professor, Political Science, University of Colorado Denver, Colorado, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Foreign-born faculty, Women faculty, Diversity, Inclusion, Academia
