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<p>Through an autoethnographic investigation, this paper examines how my intellectual identity shifted from a non-tenure-track position to a tenure-track position at a research-intensive university. Grounded in Du Bois’s double consciousness theory and Weick’s sense-making framework, the study examines how institutional expectations reframe scholarly legitimacy assessments for teaching, research, and service. Data drawn from reflective journal entries and document analysis, combined with semi-structured interviews with mentors and colleagues, revealed that the reclassification of my work resulted from changing external validation processes rather than modifications in my work output. The findings demonstrate complex interactions between individual control and institutional stories, which provide an important understanding of the ongoing negotiation of academic identities amid institutional demands. Research outcomes highlight the urgent need for faculty development policies that support multiple academic paths while ensuring fair recognition practices. The investigation of how faculty members perceive themselves alongside external assessments allows this study to deepen our understanding of how academic identities develop and challenges higher education institutions to reconsider conventional scholarly achievement standards.</p>

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Reconstructing Intellectual Identity: A Faculty Autoethnography on Transitioning within the Academy

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年7月1日

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  • Jamon H. Flowers

摘要

Through an autoethnographic investigation, this paper examines how my intellectual identity shifted from a non-tenure-track position to a tenure-track position at a research-intensive university. Grounded in Du Bois’s double consciousness theory and Weick’s sense-making framework, the study examines how institutional expectations reframe scholarly legitimacy assessments for teaching, research, and service. Data drawn from reflective journal entries and document analysis, combined with semi-structured interviews with mentors and colleagues, revealed that the reclassification of my work resulted from changing external validation processes rather than modifications in my work output. The findings demonstrate complex interactions between individual control and institutional stories, which provide an important understanding of the ongoing negotiation of academic identities amid institutional demands. Research outcomes highlight the urgent need for faculty development policies that support multiple academic paths while ensuring fair recognition practices. The investigation of how faculty members perceive themselves alongside external assessments allows this study to deepen our understanding of how academic identities develop and challenges higher education institutions to reconsider conventional scholarly achievement standards.