M. Yvonne Taylor
A critical organizational scholar, I study historically White higher education institutions of higher education as workplaces of knowledge production that replicate race-gender inequities with the goal of disrupting those patterns to co-create more equitable educational environments that benefit society.
My dissertation's working title is We Don't Even Have a Name: Women Knowledge Workers in Higher Education Show Themselves Out. In this critical ethnographic study, I use intersectionality as a conceptual framework as articulated by Esposito & Evans-Winters (2021) and combine Ray's Theory of Racialized Organizations (2019) and Acker's Gendered Organizations Theory (1990) to examine how one higher education institution's organizational structure contributed to experiences that led to the attrition of women professional staff during the Great Resignation. The study was featured in the Chronicle of Higher Education.
My advisor is Dr. Rich Reddick. My dissertation co-chairs are Drs. Richard Reddick and Sarah Woulfin.
I also study how faculty identity influences their orientation toward public scholarship, as well as institutional support for public scholarship.
In addition to my Ph.D. pursuit, I have recently developed the Gates-funded Equity Accelerator course for Ed-tech developers for OpenStax at Rice University through my consulting company, Equity Within, LLC [link: http://www.equitywithin.com] .
My outlook and orientation are grounded in Black feminism and theories of other feminist women of color, as a communicator, educator, writer, and person. My lived experience and my educational and professional pursuits are about locating and centering the margins for the purpose of co-creating a more equitable world.
Specialties: higher education; critical org theory; women and gender studies; qualitative research, particularly critical ethnographic and narrative research; equitable instructional design
I am a recent recipient of the Moore Dissertation Fellowship, which provides $20,000 unrestricted funds to aid in the development of trauma-responsive methodologies related to my dissertation work.
Before pursuing my Ph.D., I worked as a high school English teacher, as well as a professional communicator, assistant director of minority community affairs, and assistant director of student activities at universities and colleges such as the University of Texas at Austin, Rice University, the University of Houston, Reed College, Texas State University, and Lonestar Community College.
My dissertation's working title is We Don't Even Have a Name: Women Knowledge Workers in Higher Education Show Themselves Out. In this critical ethnographic study, I use intersectionality as a conceptual framework as articulated by Esposito & Evans-Winters (2021) and combine Ray's Theory of Racialized Organizations (2019) and Acker's Gendered Organizations Theory (1990) to examine how one higher education institution's organizational structure contributed to experiences that led to the attrition of women professional staff during the Great Resignation. The study was featured in the Chronicle of Higher Education.
My advisor is Dr. Rich Reddick. My dissertation co-chairs are Drs. Richard Reddick and Sarah Woulfin.
I also study how faculty identity influences their orientation toward public scholarship, as well as institutional support for public scholarship.
In addition to my Ph.D. pursuit, I have recently developed the Gates-funded Equity Accelerator course for Ed-tech developers for OpenStax at Rice University through my consulting company, Equity Within, LLC [link: http://www.equitywithin.com] .
My outlook and orientation are grounded in Black feminism and theories of other feminist women of color, as a communicator, educator, writer, and person. My lived experience and my educational and professional pursuits are about locating and centering the margins for the purpose of co-creating a more equitable world.
Specialties: higher education; critical org theory; women and gender studies; qualitative research, particularly critical ethnographic and narrative research; equitable instructional design
I am a recent recipient of the Moore Dissertation Fellowship, which provides $20,000 unrestricted funds to aid in the development of trauma-responsive methodologies related to my dissertation work.
Before pursuing my Ph.D., I worked as a high school English teacher, as well as a professional communicator, assistant director of minority community affairs, and assistant director of student activities at universities and colleges such as the University of Texas at Austin, Rice University, the University of Houston, Reed College, Texas State University, and Lonestar Community College.