1st Edition
Belonging in Higher Education Perspectives and Lessons from Diverse Faculty
Belonging in Higher Education: Perspectives and Lessons from Diverse Faculty illuminates autoethnographic stories of belonging in higher education in the United States. Chapter counter/stories are contributed by African American, Asian American, Latinx American, Indigenous American, and BIPOC individuals who work in diversity-related positions in the Academy. Chapters are written by faculty who work in different institutional contexts such as Predominantly White Institutions (PWIs), minority-serving institutions (MSIs) like Historically Black Colleges and Universities (HBCUs), and institutional types such as community colleges, teaching-focused, and research-focused institutions. Chapter authors represent a range of diversities, coming from a variety of inter- and transdisciplinary backgrounds in terms of their fields of study and research foci, including Education, Psychology, Sociology, and Gender Studies. The counter/narratives in the book celebrate diverse experiences and offer unique and useful insights about how to foster what foreword author, Michael Eric Dyson, refers to as, “deep belonging,” particularly for those who have been ostracized, marginalized, or expelled while working in higher education. This critical volume is essential reading for researchers, faculty, administrators, and graduate students in Education, Sociology, Psychology, Student Affairs, African American Studies, and Asian American Studies. Additionally, it offers crucial insights for individuals who are key stakeholders in foregrounding policy that centers belonging for diverse faculty.
Series Editor Introduction
Foreword: Deep Belonging
Michael Eric Dyson
Preface: Introduction and Overview of the Book
Nicholas D. Hartlep, Ph.D.
Terrell L. Strayhorn, Ph.D.
Fred A. Bonner II, Ed.D.
Part 1: The Belonging Experiences of African Americans in U.S. Higher Education
Chapter 1: Sense of Belonging and Black Faculty Turnover at Two-Year Community Colleges: A Critical Case Study
Terrell L. Strayhorn, Ph.D.
Chapter 2: Black Leaders Matter: Racial Battle Fatigue and Belongingness in the Work of a Black Senior Administrator
Michael E. Jennings, Ph.D.
Chapter 3: Queering Teacher Education: A QueerCrit Autoethnography of A Queer Black Teacher Educator
Cleveland Hayes, Ph.D.
Chapter 4: Faculty Belonging at Historically Black Colleges and Universities: The Role of Mentoring and Sponsoring Relationships
Jerrel V. Moore, Ph.D.
Stella Smith, Ph.D
Part 2: The Belonging Experiences of Asian/Americans in U.S. Higher Education
Chapter 5: You are Young, That’s Why We Hired You: How Hiring Managers Can Increase the Sense of Belonging in Young Administrators
Nicholas D. Hartlep, Ph.D.
Chapter 6: Seeing Double and/or Willful Ignorance? Counter/Narratives from “Becky R. Nedo” on the Politics of (Not) Belonging in a White-Supremacist School of Education
Rachel Endo, Ph.D.
Rebecca A. Neal, Ph.D
Part 3: The Belonging Experiences of Latinx Americans in U.S. Higher Education
Chapter 7: “It’s not just about the words on paper:” A Latino’s testimonio of his experiences with a wannabe anti-racist institution
René Antrop-González
Chapter 8: From “Be a Dear and Take Notes” to “Build the Program Around Her”: My Paradoxical Journey of Belonging Amidst My Double Bind Status
Rosa M. Banda, Ph.D.
Chapter 9: Academic Familismo as Refusal
Stephanie Aguilar-Smith,
Guillermo Ortega, Ph.D
Part 4: The Belonging Experiences of Indigenous Americans in U.S. Higher Education
Chapter 10: Be-ing and Longing in the Shadow of Jeffrey Amherst
Robert B. Caldwell, Jr., Ph.D.
Chapter 11: Black, Indigenous, and People of Color Belonging in Higher Education:
A Collaborative Study of a Liberal Arts University
Joaquin Muñoz, Ph.D.
Kyelaya Rostron
Part 5: The Belonging Experiences of BIPOC People in Diversity-Related Positions (non-tenure-track) in U.S. Higher Education
Chapter 12: Navigating Higher Ed for a Sense of Belonging
Jimmy Cheffen, Ph.D.
Chapter 13: Is There Room for Me at the Table? Seeking a Sense of Belonging in the Academy
Kendall D. Deas, Ph.D.
Chapter 14: Do You See Us?: Belongingness Experiences of Asian Americans in Senior Leadership Positions in Justice, Equity, Diversity, and Inclusion
Kimberly A. Trương, Ph.D.
Sumun L. Pendakur, Ed.D.
Ria DasGupta, Ed.D.
About the Editors and Contributors
Glossary
Biography
Nicholas D. Hartlep holds the Robert Charles Billings Endowed Chair of Education and Chairs the Education Studies Department at Berea College, USA.
Terrell L. Strayhorn is Vice Provost of Faculty Development, Professor of Education and Psychology, and Director of the Center for the Study of HBCUs at Virginia Union University, USA.
Fred A. Bonner II is the Wilhelmina F. Delco Endowed Chair in Educational Leadership at Prairie View A&M University and Texas A&M University System (TAMUS) Regents Professor, USA.
"Belonging in Higher Education is a vital piece of scholarship that centers the voices and experiences of diverse faculty who will be the future face of academia. Faculty leaders and university administrators must begin to listen carefully to the experiences of belonging and longing that diverse faculty powerfully share in this important and timely book."
Kevin Roxas, Ph.D, Dean and Professor of Woodring College of Education, Western Washington University, USA.
"Belonging in Higher Education is the book I wished I had before I began my academic career. The authors present multiple viewpoints on the desires, disappointments, and disdain for belonging within university settings. The voices of faculty of color are powerful. The narratives here are more than an academic collection of work but testimonies of humanity. The book benefits university leaders, policy makers, graduate students, and university faculty, especially faculty of color, whose continued agency makes belonging an action in higher education."
LaGarrett King, Ph.D, Director, Center for K-12 Black History and Racial Literacy Education, University at Buffalo, USA.
"Belonging in Higher Education is an indispensable resource that sheds light on the vital importance of fostering belonging in academia. Through the rich and diverse voices of faculty members, this book offers profound insights into the nuanced experiences and challenges faced by underrepresented groups within higher education. With empathy and expertise, the authors navigate topics ranging from institutional culture to inclusive teaching practices, offering practical strategies for creating inclusive and affirming environments where all faculty members can thrive. This timely and thought-provoking volume not only deepens our understanding of the complexities of belonging but also serves as a rallying cry for institutions to prioritize diversity, equity, and inclusion as foundational pillars of academic excellence. A must-read for educators, administrators, and advocates committed to cultivating inclusive communities and unlocking the full potential of higher education."
Antonio L. Ellis, Ed.D. Senior Professorial Lecturer and Director of Institute on Education Equity and Justice (SIEEJ), American University School of Education, USA.
