Dr. Goings is an Assistant Professor in the Language, Literacy, and Culture interdisciplinary doctoral program at the University of Maryland, Baltimore County. Dr. Goings’ research interests are centered on exploring the academic and social experiences of gifted/high-achieving Black males PK-PhD, diversifying the educator workforce in K-12 and higher education, and investigating the contributions of historically Black colleges and universities to education and society. Dr. Goings is the author of over 50 scholarly publications including four books. His scholarship has been featured in leading academic and popular press outlets including: Teachers College Record, Journal of Teacher Education, Adult Education Quarterly, Gifted Child Quarterly, Inside Higher Ed, Education Week, and Diverse: Issues in Higher Education. Dr. Goings earned his Doctor of Education degree in urban educational leadership from Morgan State University, Master of Science in human services from Post University, and Bachelor of Arts in music education from Lynchburg College (now University of Lynchburg).
The onset of and fiscal response to the coronavirus pandemic unfortunately places a spotlight on the use of contingent faculty. Given the current and forthcoming faculty and administrator salary reductions, furloughs, and hiring freezes as a result of the pandemic, universities will continue to rely on, and in some ways increase their use of, contingent faculty as a price saving vehicle. However, it is important for institutions of higher education to understand the barriers and supports STEM contingent faculty face, particularly those from marginalized populations. This meta-synthesis will explore not only how we discuss the intersection of race/ethnicity and gender in research on STEM continent faculty, but also provide insights on best practices to support STEM contingent faculty in all of their intersectional identities.
It is important as a field to take a look at the research on STEM contingent faculty to understand what we know about this population and whose identities are discussed in research studies. Findings from this project will provide insight into the barriers contingent faculty in STEM face, how institutions can support their needs, and how the intersection of race/ethnicity and gender influence the barriers they encounter and possible support systems. Additionally, if it is found that scholars are not discussing this intersection for STEM contingent faculty, this study can serve as a call to scholars to take up this new research agenda.
