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Composing Commitment: Diversity Statements on the Writing Studies Job Market
Composing Commitment: Diversity Statements on the Writing Studies Job Market
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211152009
- ISBN
- 9798384057994
- DDC
- 808
- 저자명
- Orchard, Amory.
- 서명/저자
- Composing Commitment: Diversity Statements on the Writing Studies Job Market
- 발행사항
- [Sl] : The Florida State University, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 206 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-03, Section: A.
- 주기사항
- Advisor: Neal, Michael.
- 학위논문주기
- Thesis (Ph.D.)--The Florida State University, 2024.
- 초록/해제
- 요약This dissertation presents a qualitative empirical study of how writers and readers within writing studies interpret diversity, equity, and inclusion statements within the context of job searches. As a field boasting teacher-scholars, writing studies-which includes rhetoric and composition- has long participated in conversations about how educators should effectively embody the principles of diversity, equity, and inclusion at colleges and universities. This topic's interdisciplinary nature, drawing researchers from multiple areas of study, underscores its broad appeal and relevance to a range of distinct yet interrelated interests, including pedagogy, theories of difference, and academic labor. Academic labor scholarship, for example, has focused primarily on the effects of neoliberalism's impact on the academy (Carter; Hendricks; Kahn and Pason; Scott; Winslow), especially for non-tenured employees (Connors; Doe; Hansel and Baird Giordano; Hansen; Horner; Klausman; Mechenbier; Penrose; Sledd; Taylor et al.). At the same time, there has been a shift to study how other academics navigate their careers by exploring subjects such as emotion and emotional labor (Caswell et al.; Geller and Denny; Micciche) and the experiences of graduate students (Edgington and Taylor; Miller; Mountford). Besides Carmen Kynard's, Craig Lamont's, and Staci M. Perryman-Clark's work on historically excluded and marginalized employees in higher education, academic labor scholarship in writing studies and theories of difference rarely overlap. For educational communities to effectively enact diverse, equitable, and inclusive policies and practices, writing studies must connect concepts of advocacy and activism while also considering facets of identity (e.g., ability, race, gender, and sexuality).My project addresses diversity, equity, and inclusion by making distinctions between these terms that are often lumped together and paying particular attention to how writing studies professionals on the job market approach the task of writing and reviewing diversity statements. Specifically, my research questions aim to identify the ways these writers and reviewers of diversity statements:1. define each of the following terms: diversity, equity, and inclusion2. articulate their understanding of a diversity statement's task and purpose3. identify and reflect on their choices, including:a. what writers include in their statements andb. the rationales they provide for these choices.Data was collected using a combination of surveys and interviews to provide multiple perspectives on how diversity, equity, and inclusion statements are perceived and enacted in the context of job searches. Based on the collected data, I argue that diversity statements for job market searches provide helpful indicators of a professional's commitment to diversity, equity, and inclusion within their job duties. However, my participants' attitudes and experiences with the documents expressed that their effectiveness depended on the intents and purposes for which both applicants and hiring committees used them. Writers and readers shared that they are worthless if diversity statements are treated only as a formality that scans for overt prejudice or exclusion. Instead, the participants valued various techniques that offered introspective and/or action-oriented plans to promote inclusion and equity. However, more resources (i.e. diversity statement workshops, mentorship, handouts) are necessary to help applicants-and hiring committee members-get to that level of effectiveness.This project's data is an essential first step that lays the foundation for additional projects that examine diversity statement documents and other close examinations of academic workplace genres. These examinations reveal individuals' and organizations' beliefs and attitudes about inclusive higher education. By posing questions about reading and writing processes, the participants' general reactions to diversity statements, and their experiences with these documents, I hope that educators, as integral participants, reimagine diversity statements as complex living documents. These papers have the capacity to encourage critical and thoughtful consideration of ways in which educators can challenge power systems that perpetuate injustice towards our students, colleagues, and communities.
- 일반주제명
- Rhetoric
- 키워드
- Academic labor
- 키워드
- Genre
- 키워드
- Writing studies
- 기타저자
- The Florida State University English
- 기본자료저록
- Dissertations Abstracts International. 86-03A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■006m o d
■007cr#unu||||||||
■020 ▼a9798384057994
■035 ▼a(MiAaPQ)AAI31330912
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a808
■1001 ▼aOrchard, Amory.▼0(orcid)0009-0004-5872-0753
■24510▼aComposing Commitment: Diversity Statements on the Writing Studies Job Market
■260 ▼a[Sl]▼bThe Florida State University▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a206 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-03, Section: A.
■500 ▼aAdvisor: Neal, Michael.
■5021 ▼aThesis (Ph.D.)--The Florida State University, 2024.
■520 ▼aThis dissertation presents a qualitative empirical study of how writers and readers within writing studies interpret diversity, equity, and inclusion statements within the context of job searches. As a field boasting teacher-scholars, writing studies-which includes rhetoric and composition- has long participated in conversations about how educators should effectively embody the principles of diversity, equity, and inclusion at colleges and universities. This topic's interdisciplinary nature, drawing researchers from multiple areas of study, underscores its broad appeal and relevance to a range of distinct yet interrelated interests, including pedagogy, theories of difference, and academic labor. Academic labor scholarship, for example, has focused primarily on the effects of neoliberalism's impact on the academy (Carter; Hendricks; Kahn and Pason; Scott; Winslow), especially for non-tenured employees (Connors; Doe; Hansel and Baird Giordano; Hansen; Horner; Klausman; Mechenbier; Penrose; Sledd; Taylor et al.). At the same time, there has been a shift to study how other academics navigate their careers by exploring subjects such as emotion and emotional labor (Caswell et al.; Geller and Denny; Micciche) and the experiences of graduate students (Edgington and Taylor; Miller; Mountford). Besides Carmen Kynard's, Craig Lamont's, and Staci M. Perryman-Clark's work on historically excluded and marginalized employees in higher education, academic labor scholarship in writing studies and theories of difference rarely overlap. For educational communities to effectively enact diverse, equitable, and inclusive policies and practices, writing studies must connect concepts of advocacy and activism while also considering facets of identity (e.g., ability, race, gender, and sexuality).My project addresses diversity, equity, and inclusion by making distinctions between these terms that are often lumped together and paying particular attention to how writing studies professionals on the job market approach the task of writing and reviewing diversity statements. Specifically, my research questions aim to identify the ways these writers and reviewers of diversity statements:1. define each of the following terms: diversity, equity, and inclusion2. articulate their understanding of a diversity statement's task and purpose3. identify and reflect on their choices, including:a. what writers include in their statements andb. the rationales they provide for these choices.Data was collected using a combination of surveys and interviews to provide multiple perspectives on how diversity, equity, and inclusion statements are perceived and enacted in the context of job searches. Based on the collected data, I argue that diversity statements for job market searches provide helpful indicators of a professional's commitment to diversity, equity, and inclusion within their job duties. However, my participants' attitudes and experiences with the documents expressed that their effectiveness depended on the intents and purposes for which both applicants and hiring committees used them. Writers and readers shared that they are worthless if diversity statements are treated only as a formality that scans for overt prejudice or exclusion. Instead, the participants valued various techniques that offered introspective and/or action-oriented plans to promote inclusion and equity. However, more resources (i.e. diversity statement workshops, mentorship, handouts) are necessary to help applicants-and hiring committee members-get to that level of effectiveness.This project's data is an essential first step that lays the foundation for additional projects that examine diversity statement documents and other close examinations of academic workplace genres. These examinations reveal individuals' and organizations' beliefs and attitudes about inclusive higher education. By posing questions about reading and writing processes, the participants' general reactions to diversity statements, and their experiences with these documents, I hope that educators, as integral participants, reimagine diversity statements as complex living documents. These papers have the capacity to encourage critical and thoughtful consideration of ways in which educators can challenge power systems that perpetuate injustice towards our students, colleagues, and communities.
■590 ▼aSchool code: 0071.
■650 4▼aRhetoric
■653 ▼aAcademic job market
■653 ▼aAcademic labor
■653 ▼aDiversity statements
■653 ▼aGenre
■653 ▼aWriting studies
■690 ▼a0681
■690 ▼a0510
■690 ▼a0635
■71020▼aThe Florida State University▼bEnglish.
■7730 ▼tDissertations Abstracts International▼g86-03A.
■790 ▼a0071
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17162407▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
