Search

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 article describes the meaning of the African American female social work educator’s experience in predominantly white educational settings. The experiences and special challenges of African American women in these settings are the focus of attention and are discussed from the framework of Kanter’s theory of proportional representation (Kanter, Men and women of the corporation, New York, NY: Basic Books, ). The tenets of Relational/Cultural theory are applied to illustrate the importance of interpersonal connections in the social work academic environment as well as to provide a framework for the emotional, psychological, social and spiritual consequences of their experiences. Implications for institutional change as well as recommendations are provided to address the interpersonal challenges that African American female social work educators face. [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]

This study investigated the factors that contribute to African American males successfully completing a baccalaureate degree. Employing a qualitative research design, the author conducted focus group interviews with African American male graduate students ( n = 11). Participants identified four factors as being significant contributors to their successful completion of a baccalaureate degree: (1) having an epiphany about the importance of higher education; (2) having access to the resources needed to attend and persist in an institution of higher education; (3) having a mentor, and (4) being resilient when faced with obstacles. Implications for institutions of higher education are discussed. [ABSTRACT FROM AUTHOR]