The women of color (WOC) include the African American, Hispanic Latina, Pacific Asian, and Native American women. These groups are recognized as marginalized individuals who suffer the challenges of discrimination while striving to participate equally in the activities of the society. In particular, women of color have endured wide-ranging obstacles towards their navigation via the waters of higher education. Research indicates that academic achievement, economic security, health, and recognition across various industries have progressively increased among the women and girls of color over the past three decades (McChesney, 2018). The challenges of teenage pregnancies have considerably gone down among these marginalized groups. However, the challenges such as poverty, lower wages compared to white women, as well as high susceptibility to becoming victims of crimes have curtailed equal and full participation in societal matters. Irrespective of all these obstacles that come their way, girls and women of color have remained steadfast in fighting for their inclusion into the tertiary institutions of learning and their respective leadership roles.
In the research compiled in week 5, the focus was based on two main dimensions. First, the study sought to identify the challenges as well as the obstacles that the women of color encounter in institutions of tertiary education. Second, the research purposed on the inspection of factors contributing to the underrepresentation of girls and women of color in higher institutions of learning. Various analyses sought to scrutinize the familiarities of the women of color in leadership positions in higher education. The majority of these studies indicated that girls and WOC had limited leadership opportunities across the American higher institutions of learning compared to white women (McChesney, 2018). For instance, a report conducted by White House management indicated that girls of color had possibly fewer chances of graduating compared to white girls. The research stated that girls of color were prone to breaking school rules as opposed to the white girls, a factor that lowered their chances of survival and challenged smooth learning in those institutions. Suspension from public schools among the white girls was widespread. The white girls had higher chances of assuming leadership roles compared to their counterparts since they were regarded to be more disciplined. This discrimination in the schools truncated the freedom the girls of color should enjoy and consequently lowered their participation in the building of the school society.
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There are yet some women as wells as faculty of color in both universities and colleges across the American states. These faculties of color have a specific focus mainly on African American women. Research indicated that African American women are one of the demographics that have been excluded in academic matters for an extended period. For the few women in the educational pipeline, they were always isolated and given negative reviews due to inadequate women mentors. For instance, women have to raise the ultimate social tax appearing in the form of childbearing along with care-taking jobs. These undertakings lower the chances of women from career headway. Despite these challenges, the rates of inclusion into higher education for the color of women have tremendously increased compare to the previous years (McChesney, 2018). This information was revealed by the qualitative research designs, which included the case studies, surveys, observation, scope interviews, and analysis of the content. These data collection methods indicated that women of color were highly marginalized across society, including in higher education leadership roles. The data collected further demonstrated that irrespective of the long-enduring discrimination, women of color are making progressive steps in taking positions across the Higher education system.
The research conducted was guided by several questions regarding the experiences of different respondents on higher education. While responding to the questions, each respondent acknowledged that getting a leadership position in the institutions of higher learning was a no-joke fete. Among the factors that curtailed attaining leadership positions for women of color were mass biases and discriminations. The respondents unanimously agreed that the girls and women of color were doing better in higher education than compared to previous decades, not only in academics but also in leadership. However, they further noted that women of color were not proportionately represented, according to their judgment and experiences, in leadership roles in higher education. The respondents claimed that the factors championing the underrepresentation of women of color included the inadequacy of women mentors and economic inequalities.
The women of color – African American, Hispanic/Latina, and Pacific/Asian – experience sidelining and discrimination in their quest for equality to participate in societal activities. Regardless of all these hindrances that come their way, girls and women of color have remained unwavering towards the fight for their inclusion into the tertiary institutions of learning and their respective leadership roles. These women have struggled to attain economic security to reduce poverty, which has been the primary factor of discrimination. Also, these marginalized groups have fought for their rights against the continued oppression in the criminal justice system. Currently, WOC has progressively improved in academics and increased in the offices of higher education as compared to the past few decades.
Reference
McChesney, J (2018). Representation and Pay of Women of Color in the Higher Education Workforce. A CUPA-HR Research Brief. Retrieved from https://www.cupahr.org/wp-content/uploads/CUPA-HR-Brief-Women-Of-Color.pdf
