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<p>Social justice faculty (SJF) face unique retention barriers in academia due to their commitments to diversity, equity, and inclusion (DEI). Established long before recent state and federal attacks on DEI, the default norms in academic culture, founded in broader dominant group values, tend to dismiss or even resist the work they perform, which includes additional mentoring, community. engagement, and complex DEI-focused research. This conceptual paper introduces the Academic Workplace Culture Cycle model to conceptualize career challenges faced by SJF in the U.S., incorporating institutional, interactional, and individual levels of academic culture and highlighting how each level reinforces dominant group norms that devalue SJF contributions. Founded on the principles of diversity science and intersectional theory (Plaut,&#xa0;<i>Psychological Inquiry</i>, <i>21</i>(2), 77–99,&#xa0;<CitationRef CitationID="CR66">2010</CitationRef>; Crenshaw,&#xa0;<i>University of Chicago Legal Forum, 1989</i>(1), 139–167,&#xa0;<CitationRef CitationID="CR21">1989</CitationRef>), the model is further informed by the culture cycle for intentional change (Hamedani et al. <i>American Psychologist, 79</i>(3), 384–402, <CitationRef CitationID="CR41">2024</CitationRef>). This model uniquely centers status quo ideas and norms to illustrate their pervasive and powerful influence on policies, procedures, and practices. Application of the model promotes identification of systemic barriers that harm SJF retention, such as inequitable faculty evaluation practices, assumptions about what constitutes valuable scholarship, and structural pressures that prioritize research output over social justice efforts. By retaining SJF, higher education institutions advance commonly stated DEI goals including academic success of marginalized students, community engagement, and applied research to address social inequities. The author argues for a shift from “fixing” individual SJF to examining the broader workplace culture and calls for further research on how default norms impact the well-being and career trajectories of SJF.</p>

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The academic workplace culture cycle model: mapping the impact of dominant norms on social justice faculty careers

  • 期刊论文

  • 发表日期：

    2025年10月1日

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  • Kim A. Case

摘要

Social justice faculty (SJF) face unique retention barriers in academia due to their commitments to diversity, equity, and inclusion (DEI). Established long before recent state and federal attacks on DEI, the default norms in academic culture, founded in broader dominant group values, tend to dismiss or even resist the work they perform, which includes additional mentoring, community. engagement, and complex DEI-focused research. This conceptual paper introduces the Academic Workplace Culture Cycle model to conceptualize career challenges faced by SJF in the U.S., incorporating institutional, interactional, and individual levels of academic culture and highlighting how each level reinforces dominant group norms that devalue SJF contributions. Founded on the principles of diversity science and intersectional theory (Plaut, Psychological Inquiry, 21(2), 77–99, 2010; Crenshaw, University of Chicago Legal Forum, 1989(1), 139–167, 1989), the model is further informed by the culture cycle for intentional change (Hamedani et al. American Psychologist, 79(3), 384–402, 2024). This model uniquely centers status quo ideas and norms to illustrate their pervasive and powerful influence on policies, procedures, and practices. Application of the model promotes identification of systemic barriers that harm SJF retention, such as inequitable faculty evaluation practices, assumptions about what constitutes valuable scholarship, and structural pressures that prioritize research output over social justice efforts. By retaining SJF, higher education institutions advance commonly stated DEI goals including academic success of marginalized students, community engagement, and applied research to address social inequities. The author argues for a shift from “fixing” individual SJF to examining the broader workplace culture and calls for further research on how default norms impact the well-being and career trajectories of SJF.