Skip to main content Accessibility help
×
Hostname: page-component-586b7cd67f-2brh9 Total loading time: 0 Render date: 2024-11-20T11:22:48.275Z Has data issue: false hasContentIssue false

Part I - Experiences – The Journey from Student to Faculty

Published online by Cambridge University Press:  21 April 2022

Antija M. Allen
Affiliation:
Pellissippi State Community College, Teachers College Columbia University
Justin T. Stewart
Affiliation:
Allen Ivy Prep Consulting
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
We're Not OK
Black Faculty Experiences and Higher Education Strategies
, pp. 9 - 110
Publisher: Cambridge University Press
Print publication year: 2022

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

References

Academy of Management (2020). Research shows us workplaces need this level of diversity to prevent tokenism. Fast Company. https://bit.ly/3l1MpsmGoogle Scholar
American Council on Education. Postsecondary faculty and staff. College and university administrator positions. https://bit.ly/3zlxIGIGoogle Scholar
Buchanan, S. (2020). Zooming while black. Sisters Letter. https://www.sistersletter.com/culture/zooming-while-blackGoogle Scholar
CBS This Morning (2018) Director Boots Riley on the “mythical white voice” in “Sorry to Bother You”. July 16. YouTube. https://www.youtube.com/watch?v=Q00Dl8UHvPUGoogle Scholar
Clark, A. (2019) How the history of blackface is rooted in racism. History. https://www.history.com/news/blackface-history-racism-originsGoogle Scholar
Dickens, D., Jones, M., Hall, N. (2019). Being a token black female faculty member in Physics: Exploring research on gendered racism, identity shifting as a coping strategy, and inclusivity in Physics. The Physics Teacher, 58(5), 335–7.Google Scholar
Du Bois, W. E. B. (1903). The Souls of Black Folk: Essays and sketches. Reprinted 1989. New York: Penguin Books.Google Scholar
Dunn, A. (2019). Younger, college-education black Americans are most likely to feel need to “code-switch”. Pew Research Center, https://pewrsr.ch/32eMKBlGoogle Scholar
Erard, M. (2016). The reason you discriminate against foreign accents starts with what they do to your brain. Quartz. https://bit.ly/3cJyItmGoogle Scholar
GaNun, J. (2020). Being Black in the “ivory tower”: UGA faculty members share experience in academia. The Red & Black. https://bit.ly/3nJ7n0VGoogle Scholar
Gasman, M. (2016). The five things no one will tell you about why colleges don’t hire more faculty of color. The Hechinger Report. https://bit.ly/3DLM7gvGoogle Scholar
Gerdeman, D. (2017). Minorities who “whiten” job resumes get more interviews. Harvard Business School. https://hbs.me/349H4JPGoogle Scholar
Gill, K. (2021). What is code-switching? How does it impact the Black community? Local 4: Click On Detroit. https://bit.ly/3r2AWfSGoogle Scholar
Gudykunst, W. B. (2004). Bridging Differences: Effective intergroup communication. Thousand Oaks, CA: Sage.CrossRefGoogle Scholar
Harris, I. (2019). Code-switching is not trying to fit in to white culture, it’s surviving it. Yes! https://bit.ly/3l13F0MGoogle Scholar
Krupnick, M. A. (2016). Colleges’ promises to diversify face one challenge: Finding black faculty. The Hechinger Report. September 12. https://bit.ly/30SIhDFGoogle Scholar
Lipton, J. (2006) Dave Chappelle. Inside the Actor’s Studio. YouTube. https://www.youtube.com/watch?v=7kVdcmdNjDEGoogle Scholar
Lloyd, C. & Washington, E. (2020). What’s so bad about code-switching at work? Cultural Competence: Gallup Center on Black Voices. https://bit.ly/3HXkAvlGoogle Scholar
Matthew, P. A. (2016). What is faculty diversity worth to a university? The Atlantic, https://bit.ly/3CIIQgKGoogle Scholar
McCluney, C. & Roberts, L. (2020). Working from home while Black. Harvard Business Review. https://hbr.org/2020/06/working-from-home-while-blackGoogle Scholar
McGee, E. O., Kazembre, L. (2015). Entertainers or education researchers? The challenges associated with presenting while black. Race, Ethnicity and Education. 19(1), 96120. doi: 10.1080/13613324.2015.1069263Google Scholar
National Center for Education Statistics (NCES) (2020). The Condition of Education 2020. Washington, DC: US Department of Education. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2020144Google Scholar
Porter, A. M. & Ivie, R. (2019). Women in Physics and Astronomy, 2019. American Institute of Physics. https://bit.ly/34fpaWiGoogle Scholar
Retta, M. (2019) The mental health cost of code-switching on campus. TeenVogue. https://bit.ly/3nHOJqb.Google Scholar
Stitham, K. (2020) How bias influences perception: Three lenses. Transformative Readership. https://bit.ly/3eKVMJjGoogle Scholar
Wesley, N. (2021). “A necessary evil”: Code-switching calls for alteration of dialect. The Daily Tar Heel. https://bit.ly/3r1uyW9Google Scholar
Whitaker, M. (2017) Do their stereotypes affect your teaching? The Chronicle of Higher Education. March 22. www.chronicle.comGoogle Scholar
White, C. C. R. (2018) How African Americans have influenced style and culture. TIME. https://time.com/5134486/how-to-slay-black-fashion-influenceGoogle Scholar
Women in Colour (2020) Black women in education: Barriers, competition, code-switching. September 3. https://www.youtube.com/watch?v=PgQaptpwjNEGoogle Scholar

References

Beckles-Raymond, G. (2020). Implicit bias, (global) white ignorance, and bad faith: The problem of whiteness and anti-black racism. Journal of Applied Philosophy, 37(2), 169–89.CrossRefGoogle Scholar
Glass, R. C. & Westmont, M. C. (2014). Comparative effects of belongingness on the academic success and cross-cultural interactions of domestic and international students. International Journal of Intercultural Relations, 38, 106119.Google Scholar
Harper, S. R. (2015). Black male college achievers and resistant responses to racist stereotypes at predominantly white colleges and universities. Harvard Educational Review, 85(4), 646–74.Google Scholar
Harris, M. S. & Ellis, M. K. (2020). Measuring changes in institutional diversity: The US context. Higher Education, 79(2), 345–60.Google Scholar
Kelly, B. T., Gayles, J. G. & Williams, C. D. (2017). Recruitment without retention: A critical case of Black faculty unrest. The Journal of Negro Education, 86(3), 305–17.Google Scholar
KolligianJr, J. & Sternberg, R. J. (1991). Perceived fraudulence in young adults: Is there an “imposter syndrome”? Journal of Personality Assessment, 56(2), 308–26. https://doi.org/10.1207/s15327752jpa5602_10Google Scholar
McGowan, J. (2000). Multicultural teaching: African-American faculty classroom teaching experiences in predominantly white colleges and universities. Multicultural Education, 8(2), 1922.Google Scholar
Mendez, M. J. & Mendez, P. J. (2018). What’s in a name … or a face? Student perceptions of faculty race. Journal of Political Science, 14(2), https://doi.org/10.1080/15512169.2017.1389282Google Scholar
Moore, E. S., Hines-Martin, P. V. & Gattis, N. M. (2020). Paying it forward: The role of senior Black faculty in preparing junior faculty and Black doctoral students for career success. The Journal of Negro Education, 89(2), 146–57.Google Scholar
Moore, P. J. & Toliver, S. D. (2010). Intraracial dynamics of black professors’ and black students’ communication in traditionally white colleges and universities. Journal of Black Studies, 40(5), 932–45.Google Scholar
Morris, J. E. & Monroe, C. R. (2009). Why study the US south? The nexus of race and place in investigating black student achievement. Educational Researcher, 38(1), 2136. https://doi.org/10.3102/0013189X08328876CrossRefGoogle Scholar
National Center for Education Statistics (NCES). (2021). Fast facts. March 21. https://nces.ed.gov/fastfacts/display.asp?id=61Google Scholar
Okoth, A. E. & Mupinga, D. M. (2007). An evaluation of the international graduate teaching assistants training program. Academy of Human Resource Development International Research Conference. https://files.eric.ed.gov/fulltext/ED504334.pdfGoogle Scholar
Parker, T. L. & Neville, K. M. (2019). The influence of racial identity on white students’ perceptions of African American faculty. Review of Higher Education, 42(3), 879901.Google Scholar
Sensoy, Ö. & Diangelo, R. (2017). “We are all for diversity, but …”: How faculty hiring committees reproduce whiteness and practical suggestions for how they can change. Harvard Educational Review, 87(4), 557–80.Google Scholar
Slater, J., Aruguete, M. & Mwaikinda, S. (2017). The effects of professors’ race and clothing style on student evaluations. The Journal of Negro Education, 86(4), 494502.Google Scholar
Steele, C & Aronson, J.. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69(5), 797811.Google Scholar
Sue, D. W., Rivera, D. P., Watkins, N. L., Kim, R. H., Kim, S. & Williams, C. D. (2011). Racial dialogues: Challenges faculty of color face in the classroom. Cultural Diversity & Ethnic Minority Psychology, 17(3), 331–40.CrossRefGoogle ScholarPubMed
Tamir, C. (2021). The growing diversity of Black America. Pew Research Center. https://pewrsr.ch/3DX5Ee6Google Scholar
Zajonc, R. B. (2001). Mere exposure: A gateway to the subliminal. Current Directions in Psychological Science, 10, 224–8.CrossRefGoogle Scholar

References

Adserias, R. P., Charleston, L. J. & Jackson, J. F. (2017). What style of leadership is best suited to direct organizational change to fuel institutional diversity in higher education? Race Ethnicity and Education, 20(3), 315–31. doi:10.1080/13613324.2016.1260233CrossRefGoogle Scholar
Barber, P. H., Hayes, T. B., Johnson, T. L. & Márquez-Magaña, L. (2020) Systemic racism in higher education. Science, 369, 1440–1. doi:10.1126/science. abd7140Google Scholar
Clutts, C. P. (2020) It’s not all racism. Duke Magazine, 103(3), 5. https://alumni.duke.edu/magazine/issues/winter-2020Google Scholar
Cooper, J. N., Nwadike, A. & Macaulay, C. (2017). A critical race theory analysis of big-time college sports: Implications for culturally responsive and race-conscious sport leadership. Journal of Issues in Intercollegiate Athletics. http://csri-jiia.org/wp-content/uploads/2017/12/RA_2017_11.pdfGoogle Scholar
Delgado, R. & Stefancic, J. (1998). Critical race theory: Past, present, and future. Current Legal Problems, 51(1), 467–91. doi:10.1093/clp/51.1.467CrossRefGoogle Scholar
Eakins, A. & EakinsSr, S. L. (2017). African American students at predominantly white institutions: A collaborative style cohort recruitment & retention model. Journal of Learning in Higher Education, 13(2), 51–7. https://files.eric.ed.gov/fulltext/EJ1161827.pdfGoogle Scholar
Edwards, W. J. & Ross, H. H. (2018). What are they saying? Black faculty at predominantly white institutions of higher education. Journal of Human Behavior in the Social Environment, 28(2), 142–61. https://doi.org/10.1080/10911359.2017.1391731Google Scholar
Griffith, J. & Hampton, D. J. (2021). Capitol Police response to rioters draws claims of racist double standards. January 8. https://nbcnews.to/3D2Wk7eGoogle Scholar
Hiraldo, P. (2010). The role of critical race theory in higher education. The Vermont Connection, 31(1), 7. https://bit.ly/3I6WNc6Google Scholar
Kamales, N. & Knorr, H. (2019). Leaders with Managing Cultural Diversity and Communication. Asia Pacific Journal of Religions and Cultures, 3(1), 6372. https://bit.ly/3D8OQ2yGoogle Scholar
Killough, A. L., Killough, E. G., WalkerII, E. & Williams, O. (2017). Examining the delicate balance of maintaining one’s blackness as a black professional on the predominantly white campus. Journal of Best Practices in Health Professions Diversity: Research, Education and Policy, 10(2), 81110.Google Scholar
Krupnick, M. (2018). After colleges promised to increase it, hiring of black faculty declined. The Hechinger Report. October 2. https://bit.ly/3G1opxDGoogle Scholar
Levenson, E. (2021). Jury selection begins in Derek Chauvin’s trial in the death of George Floyd. Here’s what to expect. CNN. March 11. https://cnn.it/3FYp4jmGoogle Scholar
Louis, D. A., Rawls, G. J., Jackson-Smith, D., Chambers, G. A., Phillips, L. L. & Louis, S. L. (2016). Listening to our voices: Experiences of black faculty at predominantly white research universities with microaggression. Journal of Black Studies, 47(5), 454–74. doi:10.1177/0021934716632983CrossRefGoogle Scholar
Museus, S. D. (2014). The culturally engaging campus environments (CECE) model: A new theory of success among racially diverse college student populations. In Higher Education: Handbook of theory and research. Dordrecht: Springer, 189227.Google Scholar
National Center for Education Statistics (NCES) (2018). Race/ethnicity of college faculty. https://nces.ed.gov/fastfacts/display.asp?id=61Google Scholar
Neal, B. & GeorgesJr, C. T. (2020). From integration to cultural consciousness: The call for culturally engaging environments on community college campuses. Insights on Equity and Outcomes, 23. https://files.eric.ed.gov/fulltext/ED609846.pdfGoogle Scholar
Patton, L. D. (2016). Disrupting postsecondary prose: Toward a critical race theory of higher education. Urban Education, 51(3), 315–42. https://doi.org/10.1177/0042085915602542Google Scholar
Quillian, L., Pager, D., Hexel, O. & Midtbøen, A. H. (2017). Meta-analysis of field experiments shows no change in racial discrimination in hiring over time. Proceedings of the National Academy of Sciences of the United States of America, 114(41), 10870–5. https://www.pnas.org/content/114/41/10870Google Scholar
Shor, I. (1999). What is critical literacy? Journal of Pedagogy, Pluralism, and Practice, 1(4), Article 2. https://digitalcommons.lesley.edu/jppp/vol1/iss4/2Google Scholar
Sleeter, C. E. (2017). Critical race theory and the whiteness of teacher education. Urban Education, 52(2), 155–69. doi:10.1177/0042085916668957Google Scholar
Tavakoli, M (2015) Diversity and inclusion drive success for today’s leaders. Talent Development, 69(5), 4651.Google Scholar
Taylor, D. (2019). What’s wrong with Duke? White supremacy is the root. Duke Social Science Research Institute. August 20. https://bit.ly/3I74BdUGoogle Scholar
Thomas, T., Gabbatt, A. & Barr, C. (2020). Nearly 1,000 instances of police brutality recorded in US anti-racism protests. The Guardian. October 29. https://bit.ly/3IipByGGoogle Scholar

References

Alexander, R. & Moore, S. E. (2008). The benefits, challenges, and strategies of African American faculty teaching at predominantly white institutions. Journal of African American Studies, 12(1), 418. doi: 10.1007/s12111-007-9028-zGoogle Scholar
Allison, D. C. (2008). Free to be me? Black professors, white institutions. Journal of Black Studies, 38(4), 641–62.CrossRefGoogle Scholar
Anderson, E. (2015). The white space. Sociology of Race and Ethnicity, 1(1), 1021.Google Scholar
Banks, W. M. (1984). Afro-American scholars in the university: Roles and conflicts. American Behavioral Scientist, 27(3), 325–38.CrossRefGoogle Scholar
Boutte, G. S. & Jackson, T. O. (2014). Advice to white allies: Insights from faculty of color. Race, Ethnicity and Education, 17(5), 623–42.Google Scholar
Brown, Z. (2018). Experiences of black faculty members within agricultural education departments at predominantly white institutions. Thesis. Iowa State University. https://bit.ly/31pv7iqGoogle Scholar
Dupree, C. H. & Boykin, C. M. (2021). Racial inequality in academia: Systemic origins, modern challenges, and policy recommendations. Policy Insights from the Behavioral and Brain Sciences, 8(1), 1118.Google Scholar
Griffin, K. A., Bennett, J. C. & Harris, J. (2013). Marginalizing merit? Gender differences in black faculty D/discourses on tenure, advancement, and professional success. Review of Higher Education, 36(4), 489512.CrossRefGoogle Scholar
Griffin, K. A., Pifer, M. J., Humphrey, J. R. & Hazelwood, A. M. (2011). (Re)Defining departure: Exploring black professors’ experiences with and responses to racism and racial climate. American Journal of Education, 117(4), 495526.Google Scholar
Jayakumar, U., Howard, T., Allen, W. & Han., J. (2009) Racial Privilege in the professoriate: An exploration of campus climate, retention, and satisfaction. The Journal of Higher Education, 80(5), 538–63.Google Scholar
Johnsrud, L. K. & Des Jarlais, C. D. (1994) Barriers to tenure for women and minorities. Review of Higher Education, 17(4), 335–53.Google Scholar
Johnsrud, L. K. & Sadao, K. C. (1998) The common experience of “otherness”: Ethnic and racial minority faculty. Review of Higher Education, 21(4), 315–42.Google Scholar
Louis, D., Thompson, K., Smith, P., Williams, H. M. A. & Watson, J. (2017). Afro-Caribbean Immigrant Faculty Experiences in the American Academy: Voices of an Invisible Black Population. The Urban Review, 49(4), doi: 10.1007/s11256-017-0414-0Google Scholar
McKay, N. Y. (1997) A troubled peace: Black women in the halls of the white academy. In Benjamin, L. (ed.), Black Women in the Academy: Promises and perils. Miami: University Press of Florida.Google Scholar
Miller, T. L., Wesley, C. L., Bell, M. P. & Avery, D. R. (2021). Hold the torch: Shining a light on the lives of black management faculty. Journal of Management, 47(2), 351–67. doi: 10.1177/0149206320968621Google Scholar
Patton, L. D. & Catching, C. (2009). “Teaching while black”: Narratives of African American student affairs faculty. International Journal of Qualitative Studies in Education, 22(6), 713–28.Google Scholar
Shaw, P. W. H. (2014). New treasures with the old: Addressing culture and gender imperialism in high level theological education. Evangelical Review of Theology, 38(3), 265–79.Google Scholar
Smallwood, S. (2007) Noose discovered on office door of black professor at Columbia U. The Chronicle of Higher Education. October 9. https://bit.ly/3EuB63sGoogle Scholar
Toliver, S. D., Moore, P. J. & Redcross, N. (2015). Intra-racial dynamics of black faculty and black students: Barriers to success in the academy in predominantly white institutions. European Scientific Journal, 1. https://eujournal.org/index.php/esj/article/view/5068Google Scholar
Tomlin, A. D. (2021). When they see us: Narratives of black male teachers. Dissertation. University of Maryland. https://bit.ly/3EIzpPsGoogle Scholar
Tomlin, A. D. & Brad, J. C. (2021). A foundational guide for mentoring students. Interfolio. https://bit.ly/3GdKp8DGoogle Scholar
Tomlin, A. D., Colbert, G. L. & Spivey, J. (2021). Thriving despite the challenges: Tips for HBCU students and faculty. Interfolio. https://bit.ly/3dm8mhoGoogle Scholar
Trower, C. A. & Chait, R. P. (2002) Faculty diversity: Too little for too long. Harvard Magazine, March–April, 33–7.Google Scholar
Turner, C. S. V. & MyersJr, S. L. (2000) Faculty of Color in Academe: Bittersweet success. Boston: Allyn and Bacon.Google Scholar
Zambrana, R. E., Valdez, R. B., Pittman, C. T., Bartko, T., Weber, L. & Parra‐Medina, D. (2021). Workplace stress and discrimination effects on the physical and depressive symptoms of underrepresented minority faculty. Stress and Health, 37(1), 175–85. doi: 10.1002/smi.2983Google Scholar

References

Austin, A. (2002). Preparing the next generation of faculty. The Journal of Higher Education, 73(1), 94122. https://doi.org/10.1080/00221546.2002.11777132Google Scholar
Bilyalov, D. (2018). Organizational socialization and job satisfaction of faculty at Nazarbayev university in Kazakhstan. European Education, 50(3), 229–48. https://doi.org/10.1080/10564934.2017.1401436Google Scholar
Bonner II, F. A., marbley, a. f., Tuitt, F., Robinson, P. A., Banda, R. M. & Hughes, R. L. (eds.) (2014). Black faculty in the Academy: Narratives for negotiating identity and achieving career success. New York: Routledge. https://doi.org/10.4324/9781315852164Google Scholar
Cole, E. R., McGowan, B. L. & Zerquera, D. D. (2017). First-year faculty of color: Narratives about entering the academy. Equity & Excellence in Education, 50(1), 112. https://doi.org/10.1080/10665684.2016.1262300Google Scholar
Creswell, J. W. (2013). Qualitative Inquiry and Research Design: Choosing among five approaches. 3rd ed. Thousand Oaks, CA: Sage.Google Scholar
Garrison-Wade, D. F., Diggs, G. A., Estrada, D. & Galindo, R. (2012). Lift every voice and sing: Faculty of color face the challenges of the tenure track. The Urban Review, 44(1), 90112. doi: 10.1007/s11256-011-0182-1Google Scholar
Gillespie, D., Dolsak, N., Kochis, B., Krabill, R. Lerum, K., Peterson, A. & Thomas, E. (2005). Research circles: Supporting the scholarship of junior faculty. Innovative Higher Education, 30, 149–62. https://doi.org/10.1007/s10755-005-6300-9Google Scholar
Glesne, C. (2011). Becoming qualitative researchers: An introduction. 4th ed. Boston: Pearson.Google Scholar
Hirschkorn, M. (2010). How vulnerable am I? An experiential discussion of tenure rhetoric for new faculty. The Journal of Educational Thought, 44(1), 4154.Google Scholar
Johnson, V. D. (2001). The Nguzo Saba as a foundation for African American college student development theory. Journal of Black Studies, 31(4), 406–22. https://doi.org/10.1177/002193470103100402Google Scholar
Kniess, D., Benjamin, M. & Boettcher, M. (2017). Negotiating faculty identity in the transition from student affairs practitioner to tenure-track faculty. College Student Affairs Journal, 35(1), 1324. https://doi.org/10.1353/csj.2017.0002Google Scholar
Lumen Learning (n.d.). ‘Enculturation’. Cultural Anthropology, chapter 2: Culture. https://bit.ly/31HJpdSGoogle Scholar
McFarland, J., Hussar, B., Wang, X., Zhang, J., Wang, K., Rathbun, A., Barmer, A., Forrest Cataldi, E. & Bullock Mann, F. (2018). The Condition of Education 2018. Washington, DC: US Department of Education, National Center for Education Statistics (NCES). https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2018144Google Scholar
McGaskey, F. G. (2015). Facilitating the creation of knowledge: An investigation of the factors that influence the research productivity of black doctoral students at predominantly white institutions. Journal of Negro Education, 84(2), 187201. https://doi.org/10.7709/jnegroeducation.84.2.0187Google Scholar
Nardi, E. (2016). Where form and substance meet: Using the narrative approach of re-storying to generate research findings and community rapprochement in (university) mathematics education. Educational Studies in Mathematics, 92(3), 361–77. https://doi.org/10.1007/s10649-015-9643-xGoogle Scholar
National Science Foundation (2019). Doctoral recipients by ethnicity, race, and citizenship status: 2009–2019. Survey of Earned Doctorates. Table 19. Washington, DC: National Center for Science and Engineering Statistics. https://ncses.nsf.gov/pubs/nsf21308/table/19Google Scholar
Offerman, M. (2011). Profile of the nontraditional doctoral degree student. New Directions for Adult & Continuing Education, 2011(129), 2130. https://doi.org/10.1002/ace.397Google Scholar
Ollerenshaw, J. A. & Creswell, J. W. (2002). Narrative research: A comparison of two restorying data analysis approaches. Qualitative Inquiry, 8(3), 329–47 https://doi.org/10.1177/10778004008003008Google Scholar
Prince-Embury, S. (2011). Assessing personal resiliency in the context of school settings: Using the resiliency scales for children and adolescents. Psychology in the Schools, 48(7), 672–85. https://doi.org/10.1002/pits.20581Google Scholar
Richards, K. A. R. & Templin, T. J. (2019). Chapter 3: Recruitment and retention in PETE: Foundations in occupational socialization theory. Journal of Teaching in Physical Education, 38(1), 1421.Google Scholar
Smith, B. P. (2009). Student ratings of teacher effectiveness for faculty groups based on gender and race. Education, 129(4), 615–24.Google Scholar
Smyth, J. & McInerney, P. (2013). Whose side are you on? Advocacy ethnography: some methodological aspects of narrative portraits of disadvantaged young people, in socially critical research. International Journal of Qualitative Studies in Education, 26(1), 120. https://doi.org/10.1080/09518398.2011.604649CrossRefGoogle Scholar
Thandi-Sule, V. (2014). Enact, discard, and transform: A critical race feminist perspective on professional socialization among tenured Black female faculty. International Journal of Qualitative Studies in Education, 27(4), 432–53. https://doi.org/10.1080/09518398.2013.780315Google Scholar
Thompson, G.L., Bonner II, F. A., Lewis, C. W. (2016). Reaching the Mountaintop of the Academy: Personal narratives, advice, and strategies from black distinguished and endowed professors. Charlotte, NC.: Information Age Publishing.Google Scholar
Tierney, W. G. (1997). Organizational socialization in higher education. The Journal of Higher Education, 68(1), 116. https://doi.org/10.2307/2959934Google Scholar
Triana, M. D. C., Richard, O. C. & Yücel, İ. (2017). Status incongruence and supervisor gender as moderators of the transformational leadership to subordinate affective organizational commitment relationship. Personnel Psychology, 70(2), 429–67. https://doi.org/10.1111/peps.12154Google Scholar
Trower, C. A. (2009). Toward a greater understanding of the tenure track for minorities. Change: The Magazine of Higher Learning, 41(5) 3847. https://doi.org/10.3200/CHNG.41.5.38-45Google Scholar
United States Census Bureau (2019). Quick facts: United States population estimates [July 2019]. https://www.census.gov/quickfacts/fact/table/US/PST045219Google Scholar
United States Census Bureau (2021). Educational attainment in the United States: 2020. United States Census Bureau. Current Population Survey. https://bit.ly/3zdsw7pGoogle Scholar
Williams, M. S., Burnett, T. J. B., Carroll, T. K., & Harris, C. J. (2018). Mentoring, managing, and helping: A critical race analysis of socialization in doctoral education. Journal of College Student Retention: Research, Theory & Practice, 20(2), 253–78. https://doi.org/10.1177/1521025116657834Google Scholar

References

Allen, A. M. (2018). Exploring the teaching approaches utilized by educators of returning adult students on satellite campuses and community college campuses: To what extent do faculty change their teaching approaches to meet the needs of the adult learner? Dissertation. Columbia University. https://doi.org/10.7916/D83X9Q3QGoogle Scholar
American Association of University Professors (AAUP). (n.d.). 1940 Statement of principles on academic freedom and tenure. https://www.aaup.org/AAUP/comm/rep/A/class.htmGoogle Scholar
Carney-Crompton, S. & Tan, J. (2002). Support systems, psychological functioning, and academic performance of nontraditional female students. Adult Education Quarterly, 52(2), 140–54. doi:10.1177/0741713602052002005Google Scholar
Chung, J. (2021). Video shows unmasked woman’s racist rant against black worker at LES bakery. Gothamist. March 24. https://bit.ly/31KPVREGoogle Scholar
Collom, G. D., Biddix, J. P., & Svoboda, B. L. (2021). “I’m not letting nothing stop me this time”: Transitions among adult learners using the Tennessee reconnect grant. Community College Review, 49(4), 413–34. https://doi.org/10.1177/00915521211026679Google Scholar
EaganJr, M. K., and Garvey, J. C.. 2015. Stressing out: Connecting race, gender, and stress with faculty productivity. The Journal of Higher Education, 86(6), 923–51.Google Scholar
Haynes, C., Taylor, L., MobleyJr, S. D. & Haywood, J. (2020). Existing and resisting: The pedagogical realities of black, critical men and women faculty. The Journal of Higher Education, 91(5), 698721. https://doi.org/10.1080/00221546.2020.1731263Google Scholar
Kelly, B. T., Gayles, J. G. & Williams, C. D. (2017). Recruitment without retention: A critical case of black faculty unrest. Journal of Negro Education, 86(3), 305–17.Google Scholar
Kenner, C. & Weinerman, J. (2011). Adult learning theory: Applications to non-traditional college students. Journal of College Reading and Learning, 41(2), 8796. doi:10.1080/10790195.2011.10850344Google Scholar
King, K. P. & Lawler, P. A. (eds.) (2003). New Perspectives on Designing and Implementing Professional Development of Teachers of Adults. San Francisco, CA: Jossey-Bass.Google Scholar
Kruse, S. D., Rakha, S. & Calderone, S. 2018. Developing cultural competency in higher education: An agenda for practice. Teaching in Higher Education, 23(6), 733–50.Google Scholar
Maluleka, K. J. (2020). Humanising higher education through a culturally responsive curriculum. South African Journal of Higher Education, 34(6), 137–49. https://doi.org/10.20853/34-6-3764Google Scholar
Mendez, J. M. & Mendez, J. P. (2018). What’s in a name … or a face? Student perceptions of faculty race. Journal of Political Science Education, 14(2), 177–96. https://doi.org/10.1080/15512169.2017.1389282Google Scholar
Murray, D., Boothby, C., Zhao, H., Minik, V., Bérubé, N., Larivière, V. & Sugimoto, C. R. (2020). Exploring the personal and professional factors associated with student evaluations of tenure-track faculty. PLoS ONE, 15(6), e0233515. https://doi.org/10.1371/journal.pone.0233515Google Scholar
National Center for Education Statistics (NCES). (2017). Characteristics of postsecondary faculty. The Condition of Education 2017. Washington, DC: US Department of Education. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2017144Google Scholar
Parsons, E. R. C., Bulls, D. L., Freeman, T. B., Butler, M. B. & Atwater, M. M. (2018). General experiences + race + racism = work lives of black faculty in postsecondary science education. Cultural Studies of Science Education, 13, 371–94. https://doi.org/10.1007/s11422-016-9774-0Google Scholar
Porter, C. J., Moore, C. M., Boss, G. J., Davis, T. J. & Louis, D. A. (2020). To be black women and contingent faculty: Four scholarly personal narratives. The Journal of Higher Education, 91(5), 674–97. https://doi.org/10.1080/00221546.2019.1700478Google Scholar
Ritt, E. (2008). Redefining tradition: Adult learners and higher education. Adult Learning, 19(1–2), 1216. doi:10.1177/104515950801900103CrossRefGoogle Scholar
Singh, J., Matthees, B. & Odetunde, A. (2021), Leaning online education during COVID-19 pandemic – attitudes and perceptions of non-traditional adult learners, Quality Assurance in Education, 29(4), 408–21. doi: 10.1108/QAE-12-2020-0147Google Scholar
Smith, B. P. & Hawkins, B. (2011). Examining student evaluations of black college faculty: Does race matter? The Journal of Negro Education, 80(2), 149–62. https://www.jstor.org/stable/41341117Google Scholar
Turner, C. S. V., González, J. C. & Wong, K. (2011). Faculty women of color: The critical nexus of race and gender. Journal of Diversity in Higher Education, 4(4), 199211. doi: 10.1037/a0024630Google Scholar
Whitfield-Harris, L., Lockhart, J. S., Zoucha, R. & Alexander, R. (2017). The lived experience of black nurse faculty in predominantly white schools of nursing. Journal of Transcultural Nursing, 28(6), 608–15. https://doi.org/10.1177/1043659617699064Google Scholar
Zipkin, A. (2014). Many adults falling short of degrees. New York Times, March 18. Section F, 7.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×