Faculty from Marginalized Groups in the Health and Social Service Professions: Challenging “Expected Academic” Identity and Roles

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...

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Bibliographic Details
Published inCanadian journal of higher education (1975) Vol. 53; no. 1; pp. 32 - 43
Main Authors Pride, Tara, Sibbald, Kaitlin, MacLeod, Anna, Martin, Debbie, Owen, Michelle
Format Journal Article
LanguageEnglish
Published Toronto Canadian Society for the Study of Higher Education 01.01.2023
The Canadian Society for the Study of Higher Education
Subjects
Colonialism
Cultural Capital
Disability studies
Expectation
Faculty Recruitment
Gender Discrimination
Health services
Heterosexuality
Interviews
Microaggressions
Multiculturalism & pluralism
Norms
Oppression
Power
Professional Training
Professions
Semi Structured Interviews
Sexual Orientation
Sexuality
Social aspects
Social exclusion
Social service
Social services
Statistical Data
University faculty
Working class
Canada
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Summary: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.
ISSN:0316-1218
2293-6602
DOI:10.47678/cjhe.v53i1.189935