Book contents
- We’re Not OK
- We’re Not OK
- Copyright page
- Contents
- Contributors
- Acknowledgments
- Introduction Breaking Our Silence
- Part I Experiences – The Journey from Student to Faculty
- Chapter 1 Why Are You Talking White? Code-Switching in Academia
- Chapter 2 Classroom Dynamics: Uncovering Hidden Truths while Black
- Chapter 3 Systemic Racism, the Well-Known Secret Facing African-American Adjunct and Full-Time Faculty in Higher Education
- Chapter 4 I’m A Black PhD, and I Still Have to Fight!
- Chapter 5 Surviving Higher Learning: Microinvalidations of Black Junior Faculty in Higher Education
- Chapter 6 How Race Impacts Teaching Returning Adult Students
- Part II Promoting Mental Wellness
- Part III Strategies for Inclusion and Retention
- Index
- References
Chapter 2 - Classroom Dynamics: Uncovering Hidden Truths while Black
from Part I - Experiences – The Journey from Student to Faculty
Published online by Cambridge University Press: 21 April 2022
Book contents
- We’re Not OK
- We’re Not OK
- Copyright page
- Contents
- Contributors
- Acknowledgments
- Introduction Breaking Our Silence
- Part I Experiences – The Journey from Student to Faculty
- Chapter 1 Why Are You Talking White? Code-Switching in Academia
- Chapter 2 Classroom Dynamics: Uncovering Hidden Truths while Black
- Chapter 3 Systemic Racism, the Well-Known Secret Facing African-American Adjunct and Full-Time Faculty in Higher Education
- Chapter 4 I’m A Black PhD, and I Still Have to Fight!
- Chapter 5 Surviving Higher Learning: Microinvalidations of Black Junior Faculty in Higher Education
- Chapter 6 How Race Impacts Teaching Returning Adult Students
- Part II Promoting Mental Wellness
- Part III Strategies for Inclusion and Retention
- Index
- References
Summary
This chapter explores the classroom dynamics of a Black professor at three predominantly White institutions (PWIs). After earning their respective academic credentials, some Black students pursue careers at postsecondary institutions to research and teach. The adjustment from graduate student to full-time professor may be challenging. Most graduate programs do not prepare Black students to be lone people of color in their respective academic departments. For Black faculty, the challenge is immense where stereotype threat and implicit bias may exist in the postsecondary classroom.
Stereotype threat and implicit bias can have an impact and highlight the discomfort some Black faculty experience while teaching. Learning to navigate the terrain may predict Black faculty members’ success or failure at PWIs. The chapter concludes with strategies of diversity, equity, and inclusion programs that can be implemented to help undergraduate students, graduate teaching assistants, human resource departments, and decision-making gatekeepers.
- Type
- Chapter
- Information
- We're Not OKBlack Faculty Experiences and Higher Education Strategies, pp. 30 - 46Publisher: Cambridge University PressPrint publication year: 2022
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