Academic bullying as a racialized phenomenon in STEM higher education (Journal of International Students, June 2024). Using semi-structured interviews, Peiwin Wang’s phenomenological study of five STEM Asian international doctoral students’ experiences of academic bullying found that racialized academic bullying was operationalized by a) legitimizing exploitation through racializing discourses; b) maintaining White supremacy across transnational contexts; and c) intersecting systems of oppression. Wang offers implications and recommendations as to what stakeholders can do collectively to address racialized academic bullying towards minoritized students and to combat systemic inequities and oppression.
A matter of time? Gender and ethnic inequality in the academic publishing careers of Dutch Ph.D.s (Quantitative Science Studies, July 2024). This study by Maaike Mulders et al uses a novel data set of a nearly complete population of doctorates from Dutch universities across all academic fields between 1990 and 2021 to explore whether efforts to increase diversity in Dutch academia have paid off and found to the contrary that (1) while women are as likely as men to start an academic publishing career after obtaining a doctorate, their careers are shorter and (2) ethnic minority scholars are less likely to start an academic career after their doctorate, and when they do, they stop sooner than ethnic majority researchers
Underrepresented Minority Faculty in the US Face Double Standard in Promotion and Tenure Decisions, Nature Human Behavior, 2024, examined 1571 promotion and tenure cases at five universities to see if underrepresented minority faculty (URM) were evaluated differently than their non-minority peers even after the controlling for the effects of scholarly productivity, discipline, and institution. They found Black and Hispanic faculty face disadvantages in the way their promotion and tenure dossiers are evaluated by their academic colleagues.
