Despite institutional efforts, growth in the number of faculty of color has largely plateaued, limiting research innovation and other benefits of diversity. In this article, we seek to understand structural barriers to faculty equity by (a) detailing a theory of epistemic exclusion within academia and (b) applying the theory of epistemic exclusion to the specific context of faculty departmental reviews of scholarly research (e.g., annual review, promotion and tenure review). Epistemic exclusion is a form of scholarly devaluation that is rooted in disciplinary biases about the qualities of rigorous research and identity-based biases about the competence of marginalized group members. These biases work in tandem to systemically and disproportionately exclude marginalized scholars (e.g., people of color, women) from the academy. In the context of faculty departmental reviews, epistemic exclusion can happen in formal systems of evaluation through criteria, metric, and application exclusion. It can also occur informally during interpersonal interactions and communications through legitimacy, contribution, and comprehension exclusion. In this article, we detail each of these types of exclusion, how they may interact with each other, and their consequences. We assert that epistemic exclusion threatens the diversification of academia and offer suggestions for equitable evaluation practices and reducing epistemic exclusion within higher education broadly. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

中文翻译：

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认知排斥：理解教师研究评估中种族主义的理论。


尽管机构做出了努力，但有色人种教师数量的增长已基本趋于稳定，限制了研究创新和多样性的其他好处。在本文中，我们试图通过以下方式理解教师公平的结构性障碍：（a）详细介绍学术界内的认知排斥理论，以及（b）将认知排斥理论应用于教师部门对学术研究的审查（例如，年度学术审查）的特定背景中。审查、晋升和任期审查）。认知排斥是学术贬值的一种形式，其根源在于对严谨研究质量的学科偏见和对边缘群体成员能力的基于身份的偏见。这些偏见共同作用，系统性地、不成比例地将边缘化学者（例如有色人种、女性）排除在学术界之外。在教师部门审查的背景下，认知排除可能会通过标准、度量和应用排除发生在正式的评估系统中。它也可以通过合法性、贡献和理解排斥在人际交往和沟通过程中非正式地发生。在本文中，我们详细介绍了每种类型的排斥、它们如何相互作用以及它们的后果。我们断言，认知排斥威胁着学术界的多元化，并为公平的评估实践和广泛减少高等教育中的认知排斥提供建议。 （PsycInfo 数据库记录 (c) 2024 APA，保留所有权利）。