Book contents
- We’re Not OK
- We’re Not OK
- Copyright page
- Contents
- Contributors
- Acknowledgments
- Introduction Breaking Our Silence
- Part I Experiences – The Journey from Student to Faculty
- Part II Promoting Mental Wellness
- Part III Strategies for Inclusion and Retention
- Chapter 9 Testimonials of Exodus: Self-Emancipation in Higher Education through the Power of Womanism
- Chapter 10 Defying Odds and Certainty: Challenges and Approaches to the Retention, Inclusion and Resilience of African-American Women in Higher Education
- Chapter 11 Black Talent: Practical Retention Strategies
- Chapter 12 Bearing a Black Woman’s Burden: Autoethnography for Provoking Perspective-Taking and Action in Predominantly White Academic Spaces
- Chapter 13 Programs with Promise
- Conclusion The Road that Lies Ahead
- Index
- References
Chapter 12 - Bearing a Black Woman’s Burden: Autoethnography for Provoking Perspective-Taking and Action in Predominantly White Academic Spaces
from Part III - Strategies for Inclusion and Retention
Published online by Cambridge University Press: 21 April 2022
Book contents
- We’re Not OK
- We’re Not OK
- Copyright page
- Contents
- Contributors
- Acknowledgments
- Introduction Breaking Our Silence
- Part I Experiences – The Journey from Student to Faculty
- Part II Promoting Mental Wellness
- Part III Strategies for Inclusion and Retention
- Chapter 9 Testimonials of Exodus: Self-Emancipation in Higher Education through the Power of Womanism
- Chapter 10 Defying Odds and Certainty: Challenges and Approaches to the Retention, Inclusion and Resilience of African-American Women in Higher Education
- Chapter 11 Black Talent: Practical Retention Strategies
- Chapter 12 Bearing a Black Woman’s Burden: Autoethnography for Provoking Perspective-Taking and Action in Predominantly White Academic Spaces
- Chapter 13 Programs with Promise
- Conclusion The Road that Lies Ahead
- Index
- References
Summary
This chapter explores the challenges Black women face in the US academy as outsiders within these institutional spaces. The author situates the discussion in the relevant literature as well as her experiences as a foreign-born Black faculty member in a predominantly White US higher education context. Beyond problem identification, the chapter advances an application of autoethnography as a useful strategy for inviting White women and others of difference into the space of this lived experience. The chapter concludes with a discussion of how the process of engaging in autoethnographic work has the capacity to change us as relational individuals within communities, and the ways in which this work can provoke participants to act to create more equitable and inclusive academic spaces.
- Type
- Chapter
- Information
- We're Not OKBlack Faculty Experiences and Higher Education Strategies, pp. 198 - 217Publisher: Cambridge University PressPrint publication year: 2022
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