1st Edition

Black Faculty in the Academy Narratives for Negotiating Identity and Achieving Career Success

    172 Pages
    by Routledge

    172 Pages
    by Routledge

    Through candid discussions and personal counter-narrative stories, Black Faculty in the Academy explores the experiences and challenges faced by faculty of color in academe. Black faculty in predominantly White college and university settings must negotiate multiple and competing identities while struggling with issues of marginality, otherness, and invisible barriers. This important book illuminates how faculty can develop a professional identity that leads to success in academe, while at the same time remaining true to cultural and personal identities. Through rich narratives, chapter authors situate race-related encounters at the center of their experience in an effort to deconstruct and challenge commonly held assumptions about life in academe. They also provide key recommendations and strategies to help faculty of color ensure their continued professional success. Framed by critical race theory, these stories show how faculty can successfully maneuver through all stages of a career in academe, including tenure and promotion, publication, mentoring, networking, teaching, and dealing with institutional climate issues. This valuable book is for faculty and administrators seeking to create an environment that nurtures professional growth and fosters success among Black faculty.


    Chapter 1: Introduction

    Fred A. Bonner II and Frank Tuitt

    I. Black Faculty: Navigating Daily Encounters with Racism

    Chapter 2: Acclimating to the institutional climate: There’s a "chill" in the air

    Mark Giles

    Chapter 3: The Life of A Black Male Scholar: Contesting Racial Microaggressions in Academe

    Ariel William Moore*

    *Denotes pen name used at author’s request

    Chapter 4: Social networking and support: No, I don’t know how to play golf

    Anton Lewis & Katherine Helm

    Chapter 5: Cultural Taxation and The Over Commitment of Service at Predominantly White Institutions

    Marjorie Shavers, J. Yasmine Butler, & James L. Moore III

    II. Black Faculty: Meaning Making through Multidisciplinary and Intersectional Approaches

    Chapter 6: Black Faculty Negotiating the Microaggressions in Scholarship

    aretha faye marbley, Leon Rouson, Jiaqi Li, Shih-Han Huang, Colette M. Taylor

    Chapter 7: Using Endarkened and Critical Race Feminist Perspectives To Question and Analyze Knowledge Production Narratives

    Natasha N. Croom, Lori D. Patton

    Chapter 8: Navigating Race-Gendered Microaggressions: The Experiences of a Tenure-Track Black Female Scholar

    Dorinda Carter Andrews

    Chapter 9: Black Queer (Re)presentation in (White) Academe: I am the Hell and the High Water

    Dafina-Lazarus Stewart

    III. Black Faculty: Finding Strength through Critical Mentoring Relationships

    Chapter 10: Self-Reflection as a Critical Tool in the Life of an Early Career African American Male Scholar

    Alonzo M. Flowers

    Chapter 11: Engaging Mentoring Relationships in Academia: Hard Lessons Learned

    Buffy Smith

    Chapter 12: The critical need for faculty mentoring: Say brother, can you spare the time?

    Fred A. Bonner

    Chapter 13: Establishing critical relationships with students: That’s not what white professor "X" told us

    Saundra Tomlinson-Clarke


    Fred A. Bonner II is Professor of Educational Leadership and Counseling and Executive Director of Minority Achievement, Creativity, and High Ability (MACH-III) Center, Prairie View A&M University, USA.

    aretha faye marbley is Professor and Director of Community Counseling in Counselor Education at Texas Tech University, USA.

    Frank Tuitt is Associate Professor of Higher Education and Associate Provost for Inclusive Excellence at the University of Denver, USA.

    Petra A. Robinson is Assistant Professor in the School of Human Resource Education and Workforce Development at Louisiana State University, USA.

    Rosa M. Banda is Research Associate to the Samuel DeWitt Proctor Chair in Education in the Graduate School of Education at Rutgers, The State University of New Jersey, USA.

    Robin L. Hughes is Associate Professor in the Department of Educational Leadership and Policy Studies, Higher Education Student Affairs (HESA) at Indiana University Indianapolis, USA.

    "Finally, a book that captures the pains, frustrations, and challenges of Black faculty in the academy. Using counter-narrative stories, the authors shed light on the marginality and intersectionality which present constant obstacles for Black faculty. This book is essential reading for young Black scholars entering the academy as well as university administrators who are concerned about recruiting, supporting, and promoting Black faculty." Tyrone C. Howard, Professor of Education and Director of the Black Male Institute, University of California, Los Angeles

    "Unique. Powerful. Empowering. Substantive. Real. Raw. The authors share research, but just as important, they share their lives and stories. The authors tackle the thorny issue of racial prejudice in a myriad of forms -- racism, stereotypes, microaggressions, deficit thinking, colorblindness, and more. And they tackle these issues with heart and soul. This book is powerful and empowering. Listen to their stories and learn. The book is a welcomed and needed contribution to scholarship that informs and offers solutions for change." Donna Y. Ford, Professor of Education and Human Development, Vanderbilt University

    "Remarkably intuitive ... an invaluable resource for African-American faculty and staff. The tangible suggestions provide a roadmap for negotiating the inauspicious circumstances that often confront the newly hired minority educator." —Bowling Green Daily News

    "The editors and selected contributors provide cogent insights on navigating academic environments as faculty of color. ... Black Faculty in the Academy is not a prescriptive behavioral guide of dos and don'ts; rather, the diverse analyses of lived experiences with recommendations provide avenues for readers to construct reflective assessment of present individualized situations. ... For new faculty of color as the likely primary readers, this volume offers powerful insights of CRT to raise awareness and encourage development of contextual navigation strategies." —Reflective Teaching