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39

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Reference Reviews, vol. 18 no. 7
Type: Research Article
ISSN: 0950-4125

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Article
Publication date: 1 March 2002

Valerie D. Glenn

486

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Reference Reviews, vol. 16 no. 3
Type: Research Article
ISSN: 0950-4125

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140

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Reference Reviews, vol. 16 no. 6
Type: Research Article
ISSN: 0950-4125

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Article
Publication date: 1 April 2003

Valerie D. Glenn

69

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Reference Reviews, vol. 17 no. 4
Type: Research Article
ISSN: 0950-4125

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Article
Publication date: 1 February 2006

Valerie D. Glenn

171

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Reference Reviews, vol. 20 no. 2
Type: Research Article
ISSN: 0950-4125

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Article
Publication date: 1 January 2006

Valerie D. Glenn

58

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Reference Reviews, vol. 20 no. 1
Type: Research Article
ISSN: 0950-4125

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Article
Publication date: 1 June 2006

Valerie D. Glenn

128

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Reference Reviews, vol. 20 no. 4
Type: Research Article
ISSN: 0950-4125

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Article
Publication date: 1 July 2006

Valerie D. Glenn

120

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Reference Reviews, vol. 20 no. 5
Type: Research Article
ISSN: 0950-4125

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Book part
Publication date: 30 October 2023

Valerie J. Thompson and D. Crystal Coles

Black women faculty are experiencing multiple marginalities within their intersectional identities (Thomas & Hollenshead, 2001). The overwhelming obstacles that they face in…

Abstract

Black women faculty are experiencing multiple marginalities within their intersectional identities (Thomas & Hollenshead, 2001). The overwhelming obstacles that they face in academia regarding racism, lack of mentorship, and its impact on productivity are well documented (Allen, Huggins-Hoyt, Holosko, & Briggs, 2018). However, through a raced and gendered intersection centering Black women, these workplace obstacles can transform into something far more insidious (Young & Hines, 2018). Black women academics do not enter academic environments that have been liberated from racism, sexism, or misogynoir; instead, the environment itself is a microcosm of the world in which they reside (Thompson, 2020). Black women academics are double minorities and face issues such as isolation from collegial networks; lack of institutional/departmental support; forced positionality into the role of mentorship for students of color; and increased visibility and bodily presentation concerns (Allen et al., 2018; Pittman, 2010). Further still, the workplace dynamics and needs of students of color can collide within the work of Black women academics, increasing the prevalence of othermothering and a racialized and gendered racial uplift (Griffin, 2013; Mawhinney, 2011). Though previous studies have demonstrated positive effects of university diversification, women, ethnic minorities, sexual minorities, and religious minorities continue to face antagonistic environments (Cunningham, 2009; Hughes & Howard-Hamilton, 2003). Rooted within Black Feminist Thought and Critical Race Theory, this chapter aims to highlight the intersectional identities of Black women academics and identifies mechanisms to address how Black women are experiencing multiple marginalities within their intersectional identities (Hirshfield & Joseph, 2012).

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Article
Publication date: 19 April 2013

Rosemarye T. Taylor and Valerie A. Storey

Professional practice doctorate programs’ purpose is to prepare practitioners in the industry to lead and solve current and future complex problems with the application of…

458

Abstract

Purpose

Professional practice doctorate programs’ purpose is to prepare practitioners in the industry to lead and solve current and future complex problems with the application of research. The authors aim to argue that leadership, critical friends, and engagement of the education community together have the potential to assist in enhancing professional practice doctorate graduates’ outcomes.

Design/methodology/approach

From three case studies of redesign and implementations of Ed. D. programs associated with the Carnegie Project on the Education Doctorate, the authors discuss how distributed leadership and implementation of contemporary motivational concepts within a university empowers and incentivizes faculty to develop and enhance effectiveness of professional practice doctorates.

Findings

The concept of critical friends, those who are not invested in a specific situation, can provide objective and fresh insight and is applied as a reform strategy. Engaging the industry, that is, the education community, to further in‐context experiences for both faculty and graduate students provides not only venues for research and continual updates in the field, but also access to data, participants, and information needed for both doctoral dissertations in practice, but also faculty research. The authors conclude that the three concepts support enhancement of effectiveness of professional practice doctorate programs and accountability for graduates’ impact in the workplace.

Originality/value

The authors’ analyses of two professional doctorate programs generated three themes as important contributors to the (re)design, implementation, and evaluation of the Ed.D.: leaders, critical friends, and the education community. By considering the roles of leaders, critical friends, and the education, a conceptual model can be developed to support success.

Details

Journal of Applied Research in Higher Education, vol. 5 no. 1
Type: Research Article
ISSN: 2050-7003

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