Programme full

Friday 17 April 2015 11:00 - 12:30
PAPER SESSION 7
racialized and 'white' faculty. Our findings show a significant level of under-representation of racialized and
particularly Indigenous faculty in most of the universities. Moreover, racialized faculty are clustered in certain
disciplines primarily the 'helping' professions such as medical and health faculties, education and social work but
minimally represented in social science, humanities and to some extent, physical sciences. Interviews revealed many
complaints of differential treatment, marginalization, lack of mentorship or collegiality, little or limited respect for the
non-mainstream research interests of racialized faculty, difficulties in achieving tenure/promotion and many other
grievances. The survey data shows important income differences and supports the complaints involving tenure and
promotion. Of particular note is that university management and its very limited attempts at creating equity were
severely criticized by racialized and especially Indigenous faculty.
Life as Lived by Racialized and Indigenous Faculty in Canadian Universities
Henry, F., Kobayashi, A.
(York University, Toronto)
This paper focuses on the many issues and complaints that racialized and Indigenous faculty have at Canadian
Universities. The data was collected by personal interviews of 89 faculty members including 23 who identified as
Indigenous. The sample was collected through the snow ball technique of referral and with the help of a number of
racialized faculty who were known to me personally. Interviews were conducted on their campuses in an informal,
largely unstructured manner.
Major complaints included issues with promotion and tenure processes, Eurocentric curriculum and, in some
disciplines, the dominance of the 'canon'; Underrepresentation of racialized faculty; management difficulties; lack of
mentorship, support; non-recognition of publishing outlets and many more. Because of the nature of their specialized
forms of knowledge, Indigenous faculty found themselves somewhat marginalized structurally and ideologically from
the mainstream academy which leads them to question their role in 'first nation' universities.
'Someone Like Me Would Never be Hired These Days': Roles and Responsibilities of Racialized Faculty in the
Academy
James, C.
(York University)
In this paper, we explore the role of Aboriginal and racialized faculty members in today’s increasingly neoliberal
universities built on the ethos of individualism, competition, colour-blindness, democracy, fairness and merit? We use
qualitative interview data obtained from nearly 90 racialized faculty members of all three ranks (including contact
faculty) working in 16 Canadian universities from Nova Scotia to British Columbia. We examine what faculty members
had to say about the social, political, and cultural context of their various institutions, their role as agents of change,
and what their presence has meant in terms of helping to advance diversity and equity in their universities.
Preliminary analyses indicate that the presence of Aboriginal and racialized faculty members in today’s universities
serve as a screen which disguises the fact that there is little to no change in the ways the institutions operate.
Diversity Deferred: Race, Gender and the Persistence of Inequality in Canadian Universities
Smith, M.
(University of Alberta)
This paper explores a paradox: Since the 1990s there has been a proliferation of university diversity statements,
equity statements in job ads, and institutional equity, diversity and inclusion policies, offices and advisors. Despite this
proliferation, the diversity data reveals the stubborn persistence of inequity in Canadian universities and this is
especially evident in the continuing underrepresentation of racialized minority and Indigenous scholars, especially
women. This paper offers an intersectional analysis of the racialized and gendered dimensions of inequity in Canadian
universities and how this stalls the advancement of diversity. The paper unfolds in four parts, with the aim of shedding
light on this paradox. First, it begins with a critical review of the diversity texts and contexts. Second, it explores the
diversity data in 14 western Canadian universities and suggests diversity in hiring and especially in university
leadership is, at best, stalled. Third, the major focus of the paper will advance ‘diversity’s dirty dozen’, twelve reasons
that underwrite the persistence of inequity and the deferral of diversity in Canadian universities. Finally, this paper will
conclude with a call for complexity and diversity praxis.
BSA Annual Conference 2015 272
Glasgow Caledonian University