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African American faculty constitute a small number of faculty members who teach at predominantly White colleges and universities. Although their presence within these institutions is beneficial for a number of reasons, they often face many challenges on various levels. In this paper the authors address the physical, psychological, emotional, spiritual, social and legal concerns faced by African American faculty who teach at majority institutions. Recommendations for thriving in these environments are given. [ABSTRACT FROM AUTHOR]

This paper examines the challenges that African Americans face teaching predominantly white classes at the tertiary level, and argues that these challenges can be resolved by establishing strong ties between students and teachers. While it is largely black faculty who incur the costs of this relationship building, the paper notes that they probably are not the only beneficiaries. White students are likely to benefit as well, as is society at large. The paper’s analysis suggests that black faculty face work that is outside the scope of what white faculty must do. Such work can be viewed as another dimension of the burden of delivering a “hidden curriculum” for their predominately white institutions of employment (Brayboy, Journal of Black Studies 34: 72–86, 2003). [ABSTRACT FROM AUTHOR]