The Unique Challenges and Experiences of African¬-American Women Academicians at Predominantly White Institutions

This session addresses the unique challenges of African-American women academicians at predominantly white institutions. After assessing scholarly literature in this area, most research has and continues, to ignore the interrelationship between race, class and gender. This paper builds on existing literature by offering a discourse that addresses various challenges facing these women.

IMMIGRATION, THE AMERICAN WEST, AND THE TWENTIETH CENTURY: GERMAN FROM RUSSIA, OMAHA INDIAN, AND VIETNAMESE-URBAN VILLAGERS IN LINCOLN, NEBRASKA

The North American West is a culturally and geographically diverse region that has long been a beacon for successive waves of human immigration and migration. A case in point, the population of Lincoln, Nebraska -- a capital city on the eastern cusp of the Great Plains -- was augmented during the twentieth century by significant influxes of Germans from Russia, Omaha Indians, and Vietnamese. Arriving in clusters beginning in 1876, 1941, and 1975 respectively, these newcomers were generally set in motion by dismal economic, social, or political situations in their sending nations. Seeking better lives, they entered a mainstream milieu dominated by native-born Americans -- most part of a lateral migration from Iowa, Illinois, and Pennsylvania -- who only established their local community in 1867. While this mainstream welcomed their labor, it often eschewed the behaviors and cultural practices ethnic peoples brought with them. Aware but not overly concerned about these prejudices, all three groups constructed or organized distinct urban villages. The physical forms of these enclaves ranged from homogeneous neighborhoods to tight assemblies of relatives, but each suited a shared preference for living among kinspeople. These urban villages also served as stable anchors for unique peoples who were intent on maintaining aspects of their imported cultural identities. Never willing to assimilate to mainstream norms, urban villagers began adapting to their new milieus. While ethnic identity constructions in Lincoln proved remarkably enduring, they were also amazingly flexible. In fact, each subject group constantly negotiated their identities in response to interactions among particular, cosmopolitan, and transnational forces. Particularism refers largely to the beliefs, behaviors, and organizational patterns urban villagers imported from their old milieus. Cosmopolitan influences emanated from outside the ethnic groups and were dictated largely but not exclusively by the mainstream. Transnationalism is best defined as persistent, intense contact across international boundaries. These influences were important as the particularism of dispersed peoples was often reinforced by contact with sending cultures. Adviser: John. R. Wunder

Development of an interview version of the Native American Cultural Involvement and Detachment Anxiety Questionnaire

The present study sought to develop and validate an interview version of the Native American Cultural Involvement and Detachment Anxiety Questionnaire (CIDAQ; McNeil, Porter, Zvolensky, Chaney, & Kee, 2000) in an effort to construct a more culturally appropriate means of obtaining anxiety-related information from a tribally homogenous sample of Native Americans. Five pilot subjects (60% women; M age = 35.8 years) and 50 Native American participants (46% women; M age = 40.32 years) residing on a Northern Plains reservation were administered the CIDAQ - Interview, designed specifically for this study, the Worry Domains Questionnaire (WDQ; Tallis, Eysenck, & Mathews, 1992), a measure of non-pathological worry, the CIDAQ (McNeil et al., 2000), a self-report measure of culturally-related anxiety, and a demographics form. Using a mixed design method of analysis, interviews were audio taped and data was both qualitatively and quantitatively compared for convergence and discrepancies across measures. As hypothesized, CIDAQ-Interview subscales corresponded with subscales from the CIDAQ self-report and included worries and anxiety in three content areas: (1) social involvement with Native Americans and cultural knowledge, (2) economic issues, and (3) social involvement with the majority culture. Results further revealed similarities between CIDAQ-Interview items and those on the CIDAQ self-report, indicating reliability for the Interview. Findings also confirmed the Interview's validity (r 's range = .349-.754), as well as a high level of internal consistency for the CIDAQ self-report (Cronbach alpha = .931). Data suggest the CIDAQ-Interview is a more culturally appropriate method of assessment and may be capable of assessing anxiety at a higher level of specificity then the self-report version. Results of the study are discussed in relation to the assessment of anxiety for homogenous reservation Native Americans, study limitations and directions for future research with the CIDAQ-Interview are also discussed.

Chicana, Indian and Sudanese Perspectives of Teaching in the Academy: Three Levels of Experience in the Teaching-Learning and Social Environment

“Women of color from any culture or country face additional barriers in predominantly white institutions. This panel presents perspectives and experiences of three women from three cultures and three different levels of academia—a Chicana Latino visiting professor, a graduate teaching assistant from India, and a Sudanese graduate research assistant.”