Racial Battle Fatigue in Faculty examines the challenges faced by diverse faculty members in colleges and universities. Highlighting the experiences of faculty of color—including African American, Asian American, Hispanic American, and Indigenous populations—in higher education across a range of institutional types, chapter authors employ an autoethnographic approach to the telling of their stories. Chapters illustrate on-the-ground experiences, elucidating the struggles and triumphs of faculty of color as they navigate the historically White setting of higher education, and provide actionable strategies to help faculty and administrators combat these issues. This book gives voice to faculty struggles and arms graduate students, faculty, and administrators committed to diversity in higher education with the specific tools needed to reduce Racial Battle Fatigue (RBF) and make lasting and impactful change.
Table of Contents
Series Editor Introduction
Foreword by William A. Smith
Chapter 1:The Battle of Racial Battle Fatigue
Nicholas D. Hartlep and Daisy Ball
Part I: The Racialized Experiences of African Americans in U.S. Higher Education
Chapter 2: Double Consciousness and Racial Battle Fatigue at a Community College: A Peculiar Sensation
Robin R. Ford
Chapter 3: Teaching While Black: My Experience as a Faculty Member at a Predominantly White Institution
Robert T. Palmer
Chapter 4: I Feel No Ways Tired: The Exhaustion from Battling the Pathology of Whiteness
Part II: The Racialized Experiences of Asian Americans in U.S. Higher Education
Chapter 5: Navigating Weird Comments, Stereotypes and Microaggressions as Southeast Asian American Faculty at a Predominantly White Community College
Andrew Cho and Sopang "Pang" Men
Chapter 6: When You Name a Problem, You Become the Problem: (En)Countering Whiteness at a Small, Liberal Arts College as a South Asian American Tenured Professor
Chapter 7: Ignored, Pacified, and Deflected: Racial Battle Fatigue for an Asian American non-Tenure Track Professor
Takumi C. Sato
Part III: The Racialized Experiences of Latinx in U.S. Higher Education
Chapter 8: Intersectional Competence Within a Diverse Latinx Community: Conceptualizing Differences at a Hispanic Serving Institution
Chapter 9: "Counterspaces" and Mentorship as Resources for Immigrant Faculty of Color Facing Racial Battle Fatigue
Nadia I. Martínez-Carrillo
Chapter 10: At the Intersection of Gender and Race: Stories from the Academic Career of a Recovering Sociologist
Pamela Anne Quiroz
Part IV: The Politicized Experiences of Native Americans in U.S. Higher Education
Chapter 11: Tribal College American Indian Faculty Perspectives On Sub-Oppression, Racial Microaggression
Shandin H. Pete and Salisha A. Old Bull
Chapter 12: Research and Resistance: Reasons for Indigenous Research Methodologies
Chapter 13: Recommendations to Support Indigenous faculty
Jameson D. Lopez
Part V: The Racialized Experiences of People of Color in Diversity-Related Faculty Fellow Positions and Non-Tenure-Track Positions in U.S. Higher Education
Chapter 14: The Convenient, Invisible, Token-Diversity Hire: A Black Woman’s Experience in Academia
Paula R. Buchanan
Chapter 15: Experiencing Ellison’s "Battle Royal" in Higher Education
Martel A. Pipkins
Chapter 16: Ivory Tower Respectability and el Estado de Estar Harta
Afterword: Paying Professional Taxes: Academic Labor Cost for Faculty of Color and Indigenous Faculty
Noelle W. Arnold
Nicholas D. Hartlep is the Robert Charles Billings Endowed Chair in Education and is the Chair of the Education Studies Department at Berea College, Kentucky, USA.
Daisy Ball is Assistant Professor and Coordinator of the Criminal Justice Program in the Department of Public Affairs at Roanoke College, Virginia, USA.
"Hartlep and Ball have worked together to assemble a powerful anthology that reminds social justice laborers that scholars of color and American Indian scholars continue to fight intellectual and physical battles that tire us, but do not knock us down! Chapters sing a chorus of testimonios that not only name struggles but name the tools they use to combat them, learn from them, and transform them as fuel to keep up the good fight for those who came before us, for those we work for and with, in the present, and for those we can only hope will have a smoother journey ahead."
—René Antrop-González, Dean and Professor, School of Urban Education, Metropolitan State University, USA
"Piercingly accurate, painfully validating, and purposefully written. This book is a sobering reminder of the importance of collectively engaging in racial politics in higher education. This collection of autoethnographic accounts of Faculty of Color demonstrates that there is great power and healing potential in naming and collectively challenging the labyrinth of racism in higher education. The counterstories shared and concrete recommendations offered–for both institutional policy and practice, as well as individual tactics of resilience and resistance–expose White Supremacy and the relentlessness of intersectional oppression while also empowering faculty and administrators with specific strategies for fostering racial equity in higher education."
—Aeriel A. Ashlee, Assistant Professor of College Counseling and Student Development, St. Cloud State University, USA
"While access to positions in higher education for faculty of color have increased over the decades, among these progressive advancements, however, conditions related to campus climate often remain difficult at best, particularly in white majority-dominated institutions. Hartlep and Ball have assembled a veritable gift box filled with an impressive diverse group of educator-scholars who discuss, from their particular and personal positions as racially minoritized faculty, conditions, stresses, and campus climates working within these institutions."
—Warren J. Blumenfeld, Lecturer, College of Education, University of Massachusetts Amherst, USA
"Racial Battle Fatigue in Faculty brings together an impressive cadre of faculty of color who poignantly discuss how Whiteness manifests itself across institutional type. Each chapter captivates the reader and provides rich context and unfortunately painful narratives about how scholars of color survive and thrive despite encountering racial macro-and micro-aggressions. This text should be read by scholars of color considering pursuing academia as it provides nuance about the challenges and opportunities for scholars of color navigating hostile institutions. Moreover, this text should be read by White faculty and administrators to understand how institutional racism and norms push scholars of color to the margins and how they can dismantle these systems to make institutions of higher education safe for faculty of color."
––Ramon B. Goings, Assistant Professor of Educational Leadership, School of Education, Loyola University Maryland, USA