000			03442nam a22004815i 4500
999			_c97894 _d97894
001			978-3-319-89686-1
003			DE-He213
005			20191025122934.0
007			cr nn 008mamaa
008			180806s2018 gw | s |||| 0|eng d
020			_a9783319896861
024	7		_a10.1007/978-3-319-89686-1 _2doi
040			_cМУБИС
050		4	_aLB2300-2799.3
072		7	_aJNM _2bicssc
072		7	_aEDU015000 _2bisacsh
072		7	_aJNM _2thema
082	0	4	_a378 _223
100	1		_aEsnard, Talia. _eauthor. _4aut _4http://id.loc.gov/vocabulary/relators/aut
245	1	0	_aBlack Women, Academe, and the Tenure Process in the United States and the Caribbean _h[electronic resource] / _cby Talia Esnard, Deirdre Cobb-Roberts.
264		1	_aCham : _bSpringer International Publishing : _bImprint: Palgrave Macmillan, _c2018.
300			_aX, 520 p. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
505	0		_aChapter 1. The Stony Road We Trod: Black Women, Education, and Tenure -- Chapter 2. Changing Educational Landscapes: the Challenge of Academic Capitalism -- Chapter 3. Experiences of Black Women in academe: A comparative analysis -- Chapter 4. Black Women in Higher Education: Towards Comparative Intersectionality -- Chapter 5. Comparative Intersectionality: An Intra-Categorical Approach -- Chapter 6. Black Women in Academe: A Duo-Ethnography -- Chapter 7. Experiences of Black women in the Caribbean Academy -- Chapter 8. Afro-Caribbean women in the US Academy -- Chapter 9. Still We Rise: Struggle, Strength, Survival, and Success. .
520			_aThis book explores the meanings, experiences, and challenges faced by Black women faculty that are either on the tenure track or have earned tenure. The authors advance the notion of comparative intersectionality to tease through the contextual peculiarities and commonalities that define their identities as Black women and their experiences with tenure and promotion across the two geographical spaces. By so doing, it works through a comparative treatment of existing social (in)equalities, educational (dis)parities, and (in)justices in the promotion and retention of Black women academics. Such interpretative examinations offer important insights into how Black women’s subjugated knowledge and experiences continue to be suppressed within mainstream structures of power and how they are negotiated across contexts.
650		0	_aEducation, Higher.
650		0	_aGender identity in education.
650		0	_aEducational tests and measuremen.
650	1	4	_aHigher Education. _0http://scigraph.springernature.com/things/product-market-codes/O36000
650	2	4	_aGender and Education. _0http://scigraph.springernature.com/things/product-market-codes/O45000
650	2	4	_aAssessment, Testing and Evaluation. _0http://scigraph.springernature.com/things/product-market-codes/O33000
700	1		_aCobb-Roberts, Deirdre. _eauthor. _4aut _4http://id.loc.gov/vocabulary/relators/aut
710	2		_aSpringerLink (Online service)
776	0	8	_iPrinted edition: _z9783319896854
776	0	8	_iPrinted edition: _z9783319896878
776	0	8	_iPrinted edition: _z9783030078317
856	4	0	_uhttps://doi.org/10.1007/978-3-319-89686-1 _yElectronic version-Цахим хувилбар
942			_2ddc _cEBOOK