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
- Chapter 1 Why Are You Talking White? Code-Switching in Academia
- Chapter 2 Classroom Dynamics: Uncovering Hidden Truths while Black
- Chapter 3 Systemic Racism, the Well-Known Secret Facing African-American Adjunct and Full-Time Faculty in Higher Education
- Chapter 4 I’m A Black PhD, and I Still Have to Fight!
- Chapter 5 Surviving Higher Learning: Microinvalidations of Black Junior Faculty in Higher Education
- Chapter 6 How Race Impacts Teaching Returning Adult Students
- Part II Promoting Mental Wellness
- Part III Strategies for Inclusion and Retention
- Index
- References
Chapter 4 - I’m A Black PhD, and I Still Have to Fight!
from Part I - Experiences – The Journey from Student to Faculty
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
- Chapter 1 Why Are You Talking White? Code-Switching in Academia
- Chapter 2 Classroom Dynamics: Uncovering Hidden Truths while Black
- Chapter 3 Systemic Racism, the Well-Known Secret Facing African-American Adjunct and Full-Time Faculty in Higher Education
- Chapter 4 I’m A Black PhD, and I Still Have to Fight!
- Chapter 5 Surviving Higher Learning: Microinvalidations of Black Junior Faculty in Higher Education
- Chapter 6 How Race Impacts Teaching Returning Adult Students
- Part II Promoting Mental Wellness
- Part III Strategies for Inclusion and Retention
- Index
- References
Summary
This chapter will explore the narratives and experiences of a Black male full-time faculty member at a community college. The chapter will delve into my experiences as a Black faculty in part-time (adjunct) positions and my current full-time tenure-track faculty position. This chapter will examine my challenges and successes as a Black man who teaches, call out the structural issues that need to be addressed, and call in the folks who seek opportunities to aid in the fight for accountability, equity, and peace. Lastly, this chapter will provide strategies that would be helpful to both Black and non-Black faculty, with some intentional recommendations for administration to aid in the fight for equity and peace.
- Type
- Chapter
- Information
- We're Not OKBlack Faculty Experiences and Higher Education Strategies, pp. 58 - 74Publisher: Cambridge University PressPrint publication year: 2022
References
Alexander, R. & Moore, S. E. (2008). The benefits, challenges, and strategies of African American faculty teaching at predominantly white institutions. Journal of African American Studies, 12(1), 4–18. doi: 10.1007/s12111-007-9028-zGoogle Scholar
Allison, D. C. (2008). Free to be me? Black professors, white institutions. Journal of Black Studies, 38(4), 641–62.CrossRefGoogle Scholar
Anderson, E. (2015). The white space. Sociology of Race and Ethnicity, 1(1), 10–21.CrossRefGoogle Scholar
Banks, W. M. (1984). Afro-American scholars in the university: Roles and conflicts. American Behavioral Scientist, 27(3), 325–38.Google Scholar
Boutte, G. S. & Jackson, T. O. (2014). Advice to white allies: Insights from faculty of color. Race, Ethnicity and Education, 17(5), 623–42.Google Scholar
Brown, Z. (2018). Experiences of black faculty members within agricultural education departments at predominantly white institutions. Thesis. Iowa State University. https://bit.ly/31pv7iqGoogle Scholar
Dupree, C. H. & Boykin, C. M. (2021). Racial inequality in academia: Systemic origins, modern challenges, and policy recommendations. Policy Insights from the Behavioral and Brain Sciences, 8(1), 11–18.Google Scholar
Griffin, K. A., Bennett, J. C. & Harris, J. (2013). Marginalizing merit? Gender differences in black faculty D/discourses on tenure, advancement, and professional success. Review of Higher Education, 36(4), 489–512.Google Scholar
Griffin, K. A., Pifer, M. J., Humphrey, J. R. & Hazelwood, A. M. (2011). (Re)Defining departure: Exploring black professors’ experiences with and responses to racism and racial climate. American Journal of Education, 117(4), 495–526.Google Scholar
Jayakumar, U., Howard, T., Allen, W. & Han., J. (2009) Racial Privilege in the professoriate: An exploration of campus climate, retention, and satisfaction. The Journal of Higher Education, 80(5), 538–63.Google Scholar
Johnsrud, L. K. & Des Jarlais, C. D. (1994) Barriers to tenure for women and minorities. Review of Higher Education, 17(4), 335–53.Google Scholar
Johnsrud, L. K. & Sadao, K. C. (1998) The common experience of “otherness”: Ethnic and racial minority faculty. Review of Higher Education, 21(4), 315–42.Google Scholar
Louis, D., Thompson, K., Smith, P., Williams, H. M. A. & Watson, J. (2017). Afro-Caribbean Immigrant Faculty Experiences in the American Academy: Voices of an Invisible Black Population. The Urban Review, 49(4), doi: 10.1007/s11256-017-0414-0CrossRefGoogle Scholar
McKay, N. Y. (1997) A troubled peace: Black women in the halls of the white academy. In Benjamin, L. (ed.), Black Women in the Academy: Promises and perils. Miami: University Press of Florida.Google Scholar
Miller, T. L., Wesley, C. L., Bell, M. P. & Avery, D. R. (2021). Hold the torch: Shining a light on the lives of black management faculty. Journal of Management, 47(2), 351–67. doi: 10.1177/0149206320968621Google Scholar
Patton, L. D. & Catching, C. (2009). “Teaching while black”: Narratives of African American student affairs faculty. International Journal of Qualitative Studies in Education, 22(6), 713–28.Google Scholar
Shaw, P. W. H. (2014). New treasures with the old: Addressing culture and gender imperialism in high level theological education. Evangelical Review of Theology, 38(3), 265–79.Google Scholar
Smallwood, S. (2007) Noose discovered on office door of black professor at Columbia U. The Chronicle of Higher Education. October 9. https://bit.ly/3EuB63sGoogle Scholar
Toliver, S. D., Moore, P. J. & Redcross, N. (2015). Intra-racial dynamics of black faculty and black students: Barriers to success in the academy in predominantly white institutions. European Scientific Journal, 1. https://eujournal.org/index.php/esj/article/view/5068Google Scholar
Tomlin, A. D. (2021). When they see us: Narratives of black male teachers. Dissertation. University of Maryland. https://bit.ly/3EIzpPsGoogle Scholar
Tomlin, A. D. & Brad, J. C. (2021). A foundational guide for mentoring students. Interfolio. https://bit.ly/3GdKp8DGoogle Scholar
Tomlin, A. D., Colbert, G. L. & Spivey, J. (2021). Thriving despite the challenges: Tips for HBCU students and faculty. Interfolio. https://bit.ly/3dm8mhoGoogle Scholar
Trower, C. A. & Chait, R. P. (2002) Faculty diversity: Too little for too long. Harvard Magazine, March–April, 33–7.Google Scholar
Turner, C. S. V. & MyersJr, S. L. (2000) Faculty of Color in Academe: Bittersweet success. Boston: Allyn and Bacon.Google Scholar
Zambrana, R. E., Valdez, R. B., Pittman, C. T., Bartko, T., Weber, L. & Parra‐Medina, D. (2021). Workplace stress and discrimination effects on the physical and depressive symptoms of underrepresented minority faculty. Stress and Health, 37(1), 175–85. doi: 10.1002/smi.2983Google Scholar
- 3
- Cited by