ABSTRACT

The first year in the education professoriate is an ineluctably critical time to establish a pathway for long-term professional success mirroring a scholar’s commitment to positively influencing students, schools, and communities. For Black women, the distinguished dual marginalization that they endure based on race and gender creates challenges and opportunities during that important start to their career. Through Black feminist thought and portraiture’s intentional blurring of art, life, and scientific boundaries, two Black women tenure track faculty use their ‘pens as weapons’ to explicate the first-year professional experiences. They draw on their narratives and that of three other Black women education faculty. Findings include how Black women (a) navigate their first year outside of the safety of nurtured risk-taking in graduate school; (b) create peer accountability networks of support and mentoring to strategically plan for success; and (c) build self-efficacy by prioritizing self-care.

摘要

教育教授的第一年是建立长期专业成功途径的关键时刻，这反映了学者对积极影响学生、学校和社区的承诺。对于黑人女性来说，她们因种族和性别而遭受的显着双重边缘化在她们职业生涯的重要开端创造了挑战和机遇。通过黑人女权主义思想和肖像画有意模糊艺术、生活和科学界限，两位黑人女性终身教职员工用她们的“笔作为武器”来解释第一年的专业经历。他们借鉴了自己的叙述和其他三位黑人女性教育教师的叙述。调查结果包括黑人女性 (a) 如何在研究生院培养风险承担的安全之外度过第一年；(b) 创建支持和指导的同行问责网络，以战略性地规划成功；(c) 通过优先考虑自我照顾来建立自我效能。