Ross, M. S., & Fletcher, T. L., & Cox, M. F., & Main, J. B. (2015, June), African American Women in the Academe: A Comprehensive Literature Review Through the Lens of Intersectionality  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23505

\bibitem{asee_peer_23505}
  Ross, M. S., \& Fletcher, T. L., \& Cox, M. F., \& Main, J. B. (2015, June), \emph{African American Women in the Academe: A Comprehensive Literature Review Through the Lens of Intersectionality}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.23505

Monique S. Ross, Trina L. Fletcher, Monica Farmer Cox, and Joyce B. Main.  "African American Women in the Academe: A Comprehensive Literature Review Through the Lens of Intersectionality".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/23505 Internet.  18 Apr, 2025

\bibitem{asee_peer_23505}
  Monique S. Ross, Trina L. Fletcher, Monica Farmer Cox, and Joyce B. Main.
  "African American Women in the Academe: A Comprehensive Literature Review Through the Lens of Intersectionality".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/23505 Internet.  18 Apr, 2025

@INPROCEEDINGS{asee_peer_23505
author = "Monique S. Ross, Trina L. Fletcher, Monica Farmer Cox, and Joyce B. Main"
title = "African American Women in the Academe: A Comprehensive Literature Review Through the Lens of Intersectionality"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/23505}
number = {10.18260/p.23505}
}

TY  - CPAPER
AB  -           African American Women in the Academe: A Comprehensive          Literature Review through the lens of Intersectionality    College enrollment is on the rise. According to the National Center for EducationStatistics (National Science Foundation, 2013), there has been a 37% increase from 2000to 2010 (p.2). This includes a rise in underrepresented minority students from 1976 to2010. Hispanic students rose from 3 percent to 13 percent, Asian/Pacific Islander studentsrose from 2 percent to 6 percent, and the percentage of Black students rose from 9percent to 14 percent (p. 1). However, the faculty demographic has not kept pace with theincrease in underrepresented minority enrollment. According to data from the NationalScience Foundation (2011), the percentage of underrepresented minority faculty hasremained flat over the last 20 years, hovering at just a little over 5 percent (Burrelli, p.1).The shift in American demographics over the next ten years changes the question fromwhether colleges and universities want to support diversity in their faculty distribution tohow will colleges and universities accommodate this necessity.The movement to increase the number of underrepresented minorities in facultyappointments started with pressures from the civil rights movement and saw ebb and flowof initiatives due to affirmative action (Hopkins, 2006, p.1). There was a rise in diversityhiring policies (Equal Opportunity Employment, Affirmative Action) on almost everycollege/university campus. However, such policies have contributed little to theadvancement of underrepresented minorities in faculty appointments, indicating that thereare other barriers to achievement for faculty of color.Researchers, educators, and practitioners believe that in order for students to succeedacademically, they need role models and mentors with whom they can identify(American Federation of Teachers Higher Education, 2010, p.4). Racial and ethnicdiversity has both direct and indirect positive effects on the educational outcomes andexperiences of students. The campus is a better place when the diversity of the studentpopulation matches that of the faculty. Students from majority groups equally benefitfrom learning and exchanging ideas in a multicultural environment, offering a widerrange of research and a broader representation of alternative perspectives (AmericanFederation of Teachers Higher Education, 2010).This is a critical review of the literature on one demographic in the academe, the AfricanAmerican woman. African American women are at the intersection of two of the mostpervasive prejudices in this country: racism and sexism (Blake, 1999, p.78). This reviewwill unveil some of the unique challenges this demographic encounters due to theintersectionality of race and gender. In order, to increase the numbers we much first fullyunderstand the barriers these women face.                                         References  American Federation of Teachers Higher Education. (2010). Promoting Racial and      Ethnic Diversity in the Faculty: What Higher Education Unions Can Do.Blake, S. (1999). Mentoring Dilemmas: Developmental Relationships Within    Multicultural Organizations (p. 288). Mahwah, NJ: Psychology Press. Retrieved    from http://books.google.com/books?lr=&id=61d4AgAAQBAJ&pgis=1Burrelli, J. S. (2011). Academic Institutions of Minority Faculty with Science,        Engineering, and Health Doctorates. InfoBrief: National Center for Science and        Engineering Statistics, NSF.Hopkins, N. (2006). Diversification of University Faculty: Observations on Hiring      Women Faculty in the Schools of Science and Engineering at MIT. , XVIII No.      MIT Faculty Newsletter 9.National Science Foundation. (2013). Women , Minorities , and Persons with Disabilities       in Science and Engineering    : 2013.    
AU  - Monique S. Ross
AU  - Trina L. Fletcher
AU  - Monica Farmer Cox
AU  - Joyce B. Main
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - African American Women in the Academe: A Comprehensive Literature Review Through the Lens of Intersectionality
UR  - https://peer.asee.org/23505
DO  - 10.18260/p.23505
ER  -