In a research study exploring whether educators of returning adult students changed their teaching approaches to meet their students’ needs, an unexpected finding emerged (Allen, 2018). Faculty reported that race had a direct impact on how they interact with their students. This was an unprompted yet vital finding in a study where more than half of the participants were people of color (nine identified as Black and one as Hispanic). This chapter adds to adult learning literature by exhibiting the perspectives of Black faculty who educate returning adult students. It further explores how and why some Black faculty at predominantly White institutions (PWIs) individualize their teaching approaches (delivery, communication style, and content) based on the race/ethnicity of their students. It ends with suggested faculty: diversity, equity, inclusion (DEI), and retention strategies for leaders and decision makers in higher education.

This chapter highlights what the authors call programs with promise. The focus is not on perfection as much as potential. Whether it is a small initiative or a large-scale program, if it makes an impact on the retention, inclusion, and/or mental wellness of Black or diverse faculty, then it is worth sharing with others. The chapter provides readers with examples of initiatives and programs that they can replicate, utilize a modified version of, or simply be inspired by. According to Barnett (2020), peer institutions are excellent sources from which to draw on successful integration of diversity and equity issues. This chapter will only share a handful of the numerous programs that focus on diversity, equity, and inclusion (DEI) for faculty in higher education.