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This essay examines Vargas’s (2002) and Stanley’s (2006) primary and secondary theses. I examine the primary thesis of each text as the experience of women faculty of color in the classroom, namely their relationship and interactions with predominately White classrooms. I then examine the secondary thesis of each text, which focuses on the limited support faculty of color receive in contrast to White faculty, specifically through such means as mentoring.
Bilingual, Multilingual, and Multicultural Education | Education
Conner, Kristin (2016). Women of Color in Higher Education. IN Betty Taylor (Ed.), Listening to the Voices: Multi- ethnic Women in Education (pp 103 - 110). San Francisco, CA: University of San Francisco.