Overview:

The meetings were co-facilitated by Drs. Lourdes D. Follins and Jose Nanin. In spring 2011, the group met three times and each time, it was abundantly clear to both the facilitators and group members that most present felt a need for this group. The level of discussion and engagement by all made it apparent that each member was instantly invested in the success of the D-FIG. Members consistently shared that the readings and meetings were useful because not only did they validate members’ experiences, but they also provided a ‘safe space’ to discuss painful and upsetting experiences of marginalization and microaggressions and provided members with tools with which to address these issues. The more faculty members who had been at KCC longer served as impromptu mentors for reappointment, promotion and tenure.

 

Readings for the semester:

(1) Diggs, G. A., Garrison-Wade, D. F., Estrada, D., & Galindo, R. (2009). Smiling Faces and Colored Spaces: The Experiences of Faculty of Color Pursuing Tenure in the Academy. Urban Review, 41, 312-333.

 

(2) Rockquemore, K. A. & Laszloffy, T. (2008). The Black Academic’s Guide to Winning Tenure– Without Losing Your Soul. Rienner Publishers: Boulder, Colorado. (Chapters 2-4)

 

 

First meeting: March 22^nd

Agenda

 

• Welcome members to group & introduce co-facilitators
• Review information about facilities and refreshments
• Review purpose of the group:
  1.   Provide opportunities for participants to discuss their challenges as under-represented faculty;
  2.   Validate the various experiences faced by faculty of under-represented groups, offer resources, and discuss solutions to these challenges; &
  3.  Provide participants concrete information and support to attain re-appointment, promotion, and tenure.
• Ask those present to introduce selves by:
  1. Name, Department, Length of time at KCC/CUNY
  2. Reason for interest
• Segue into the readings for today’s session: Chs 2 & 4 from Rockquemore & Laszloffy
  • Reiterate the purpose of the book: “To help you navigate a successful journey into the tenured ranks & to do so with your integrity and voice fully intact”
  • Ch 2: Race, Power & the Academic System
    1.  Discussion Question #1: How applicable did you think this book is to those who are not Black BUT are underrepresented at KCC?
    2.  Discussion Question #2: What impact has your particular social position in the world had on your time here at KCC?
  • Ch. 4: Tenure and Time Management
    1.  Discussion Question #3: The authors list 5 academic time management myths; which if any, apply to you?
    2.  Discussion Question #4: What are your professional goals
    3.  Discussion Question #5: What support do you have to achieve them?

 

 

Second meeting: April 12^th, 2011

 

DISCUSSION QUESTIONS (based on Chs 2-4, Rockquemore & Laszloffy)

Ch 2: Race, Power & the Academic System

1. How applicable did you think this book is to those who are not Black or African-American yet are underrepresented at KCC?
2. What impact has your particular social position in the world had on your time here at KCC?

Ch. 3: The Politics of “Fit”

1. How well did you think you understood the dynamics of your department before the reading?
2. How would you rate the compatibility of your personal system orientation and the dynamics of your department?

Ch. 4: Tenure & Time Management

1. The authors list 5 academic time management myths. Which, if any, apply to you, and why?

i.     “Six years is a long time.”

ii.     “I don’t need a plan, I’m brilliant.”

iii.     “I’m a fraud and don’t deserve to be here.”

iv.     “I’ve come this far without planning, why start now?”

v.     “I don’t need to plan, I have lots of free time.”

2. What are your professional goals?
3. What support do you have to achieve them?

 

Third meeting: May 31^st, 2011

AGENDA

Discussion Questions for Diggs et al. article (2000)

• What do you think of this sentence: “The goals, values, and structure of the tenure track process do not always fit with the goals and values of people of color [or other underrepresented groups in the academy]” (p. 317)?
• How do the findings in the study (i.e., academic identity, confronting diversity, and mentoring) reflect your experience here at KCC?

Next Steps

• Summer 2011
  4.  Thoughts about meeting/Staying connected
  5.  Individual goals for the summer
     4. Your objectives (how will you achieve your goals over the summer)
     5. Supports for your goals and objectives
• Fall 2011 meetings