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This essay employs the autotheoretical critique of the university and celestial cartography pioneered in Evelynn Hammonds's "Black (W)holes and the Geometry of Black Female Sexuality" to understand the dynamic relationship between the silencing of black academics and black women/feminists in various sites of the neoliberal university. Narrating two experiences at Ivy League institutions, this essay meditates on the voids created and inhabited when the gravity of black study's insistence on blackness as essential to the construction of modernity collapsed into and under the name of Afropessimism. The essay interrogates how looking for the distortion of the academic spaces that surround and engage black thought—namely, American studies, ethnic studies, and women and gender studies—renders visible (presuming we have the right instruments) the production of black (w)holes. Finally, it is interested in how the black intramural's gender dynamics and the heteropatriarchy of its surrounds continue to silence black feminists. [ABSTRACT FROM AUTHOR]

Previous research suggested that within high schools first- or second-generation African immigrants endure systemic racism in the form of zero tolerance discipline policies, academic tracking, and hegemonic curricula. Subsequently, these same experiences are even more pronounced in college environments where antiblackness is ubiquitous. This qualitative single composite narrative inquiry applied antiblackness and pedagogical love in concert to examine the epistemological perspectives of five self-identifying male collegians of African descent who benefitted from interacting with Black professors who prepared participants to navigate White professor performances of antiblackness in academic, social and organization spaces while attending college. Findings indicated that responsive pedagogical love facilitated the development of two distinct cultural love literacy practices – trauma acknowledgement and trauma resistance – each enacted as responsive strategies to combat hegemonic conditions. [ABSTRACT FROM AUTHOR]

The use of zero-hours contracts (ZHCs) has been associated with the transfer of risk away from corporate employers and towards individual employees. In universities increasing numbers of teaching staff are employed on such contracts. Academics from Black and minority ethnic backgrounds (BME) are disproportionately more likely to be employed on ZHCs. This article draws on the accounts of 21 BME academics to explore their personal experiences of ZHCs. The research identified a broad range of inequalities fostered by a lack of collegiality on the part of permanently contracted colleagues that materialized at the local, departmental level. Using the concepts of 'risk', 'risk culture' and 'White habitus', this article explores the extent to which race and racism are a feature of collective departmental strategies to manage risk. [ABSTRACT FROM AUTHOR]

Utilizing the 12 recommendations of Chance Lewis’ chapter titled, “You’re too young for a distinguished professorship and endowed chair” phenomenon: Naysayers versus destiny!” regarding strategies to earning such academic positions, the authors examined the lived experiences of Black faculty at predominantly White institutions who earned the rank of full before age 45. Here, we distilled congruence between Lewis’ recommendations and the experiences of faculty in our study to provide empirical guidance for all Black faculty seeking the rank of full professor. We found that 11 of twelve of the recommendations were aligned with the participants experiences and believe that Lewis’ recommendations are salient for Black faculty seeking to earn the rank of full professor prior to the age of 45. [ABSTRACT FROM AUTHOR]

An interview with Oxford University Africana Studies assistant professor Dr. Carole Boyce Davies is presented. Topics include how Davies' interest in Black Communist activist and feminist Claudia Jones started, ways in which her research on Claudia Jones enhance, complicate or challenge her ideas about Black/Third World feminism and intersectionality, and her thoughts on how Jones' communism, Marxism and anti-imperialism influenced her analysis of triple oppression.

The authors used a phenomenological research design and a critical race theory lens to examine interviews with 8 Black male counselor educators and learn what contributed to their earning tenure. Participants described requisite personal dispositions and institutional support as contributing factors. Recommendations include facilitating programmatic sociocultural awareness, assessing faculty experiences, and coordinating mentoring opportunities. [ABSTRACT FROM AUTHOR]

Schoolteacher Maritcha Lyons was among the pioneering African American women who, in 1892, built one of the first women's rights and racial justice organizations in the United States, the Woman's Loyal Union of New York and Brooklyn (WLU). The WLU is recognized for its antilynching work in alliance with Ida B. Wells, and as an organizational springboard to the National Association of Colored Women. This essay examines struggles on "the color line" by Lyons, other WLU members, and women educators, through their community's engagement in 1880s and 1890s Brooklyn and New York contention over school integration, and a 1903 debate on the founding of the Brooklyn Colored Young Women's Christian Association. These women's and their community's battles against segregation and for separate institutions reveal lesser known aspects of WLU women's activism, and the complexities of urban racism and Black resistance in the "Progressive Era" that witnessed Reconstruction's dismantling, lynching, and "Jim Crow". [ABSTRACT FROM AUTHOR]

This article is a case study assessing transformation in one faculty of education at a South African university. This article explores aspects of transformation: equity, ideology, and practices. Of particular relevance is the experiences of Black academics in their struggle for social justice. Critical race theory is used as an analytical tool to make sense of the paradox of Black experiences of discrimination at the hands of Black faculty leadership and the concomitant entrenchment of Whiteness as dominant in the institutional culture. “Interest convergence” and institutionalized racism are plausible reasons for the racial paradox and reluctance of Black leadership to address discriminatory practices. To answer the research question, “What is the state of the transformation discourse in a merged faculty of education?” data were extracted from primary sources, reflective reports, and staff experiences. Findings point toward an underdeveloped, suppressed, and restrained transformation discourse based on outdated values and practices. Recommendations are made to embark on a “vigorous transformation indaba” to promote academic citizenship and social cohesion in the faculty. [ABSTRACT FROM AUTHOR]

Microaggressions are brief and commonplace daily verbal behavioral or environmental indignities (whether intentional or unintentional) that communicate hostility, insensitivity and negativity to an individual or group. Microaggressions communicate beliefs about who is expected to participate in and succeed infields of study. Microaggressions can play a significant role in how Blackfaculty perceive and experience participation, engagement, retention and advancement. The authors adopt a broad definition of computing to include information systems, information sciences, and computer science. The Computer Research Association (CRA) Taulbee Survey, fo r instance, indicates that Black faculty represent 1.3 percent of computing sciences faculty at PhD-gr anting departments, and only 0.6 percent are full professors. Because Black faculty are woefully underrepresented in the field, issues of career fit and progression, institutional fit, social and professional isolation, mentoring and career support are paramount. Understanding microaggressive experiences and coping strategies will advance knowledge and facilitate the development of theoretically-informed interventions for building the resilience of Black faculty and cultivating supportive institutional environments that encourage their retention and career advancement. The authors employ "big data" text-mining analytic methods to uncover and explore themes related to microaggressions experienced by Black faculty as discussed in scholarly and academic publications. The results uncovered five topics (jobs and race, gender and race, family, tenure, and dialogue) and three major themes (media coverage, post-aggression, and prevalence). The authors conclude with policy and research implications of these results. [ABSTRACT FROM AUTHOR]

The article discusses the need to increase the awareness regarding the underrepresentation of Black physics professors and researchers in Brazil, along with the standard of high school physics education in the country.

The experiences of first-year, tenure-track faculty have been missing in the literature about new or junior faculty. Furthermore, the extant literature about new faculty does not offer a critical outlook on how oppressive institutional structures shape how first-year faculty of color approach faculty work. Drawing from analytical narratives, the authors reframe how doctoral student socialization and new-faculty support systems are discussed, especially pertaining to first-year faculty of color. In doing so, and utilizing narrative inquiry as a methodological framework, the authors draw out the distinct voices of new faculty of color. The implications offered are important for scholars who study faculty experiences and for faculty advisors to doctoral students interested in the professoriate. [ABSTRACT FROM AUTHOR]

When African American professionals become the majority (e.g., historically Black colleges and universities—HBCUs), whether they and White professors would perceive different challenges in class is unknown. Qualitative findings revealed that White professors considered their professional image as “well-learned” and “intelligent” in the HBCU, whereas African American professors perceived their credibility as dependent on their work experience. In addition, the “call response” communication strategy and classroom tardiness were two cultural shocks encountered by White professors. However, unlike PWIs, the HBCU culture facilitated students’ use of professional titles when addressing White and African American female participants. [ABSTRACT FROM AUTHOR]

This study examines three sets of factors influential in the decisions of African American faculty to remain at or to depart from the research institutions--an elite private university and an elite public university--where they are employed. Intangible, tangible, and non-work related variables are examined and discussed. [ABSTRACT FROM AUTHOR]

In a collaborative autoethnographic process, we, three foreign-born female professors from the Republic of Trinidad and Tobago, Kenya, and Korea explore how our personal status as immigrant women of color and social–institutional factors in US higher education affect our experiences in the academy. Based on experiences as graduate students and later as faculty and leaders, we trace the development of three empowering and transforming navigational strategies we utilized to survive and thrive at a US institution – exploiting multifocal lenses, reconfiguring identities, and engaging tempered radicalism. We discuss how the cultivation of a unique standpoint as outsiders/within can be a valuable resource for foreign-born women of color to advance active research agendas and to leverage their position in the academy. [ABSTRACT FROM PUBLISHER]

This paper speaks against tolerance as an instrument of institutionalized anti-racism within academia where collegiality is a minimal expectation in interpersonal interactions. Through auto-ethnographic readings, the discussion focuses on the racial affective economies produced in universities as tolerance ‘makes race ordinary’. Within this reading, ‘making race ordinary’ is shown to produce unliveable lives because of its racial affective economies animated by contemptuous tolerance, disgust and disattendability. These negative affects emerge within the epistemology of ignorance produced by the racial contract and have affective and career consequences for racialized others placed outside of organizational networks. The paper argues that to destabilize the white power in networks that decide on access, tenure and promotion and to enable liveable lives within universities, the transformative potential of the transracial intimacy of friendship must be engaged. This entails ‘race made ordinary’ through disalienation-estrangement from the ‘raced’ subject positionings of the racial contract. [ABSTRACT FROM PUBLISHER]

The article discusses the role of "CLA Journal" in changing ethnic and academic perspective. During its inception in 1937, College Language Association (CLA) carried the word Negro as the Association of Teachers of English in Negro Colleges. The organization took its current name to avoid the stigma of racial exclusiveness. Therman B. O'Daniel, founder of "CLA Journal" is featured.

The article offers the insights of ceramic artist and professor James C. Watkins regarding his works in ceramic arts. Watkins says that his was influenced by most people and cultures. He mentions that his work involves the use of porcelain substrates, in which his framed porcelain tile pieces are combined traditional firing strategies with alternative firing approaches. He adds that he also uses ferric chloride, platinum lustre, and gold lustre for porcelain substrates.

This essay discusses concrete approaches for faculty to use when teaching a student body whose demographics and cultural backgrounds are significantly different from that of the professor. As a white political scientist from the north teaching at a historically black university in the south, this work is particularly concerned with the dynamics of race and gender. However, the lessons from this essay are applicable to all of us who need to construct space in which our students can challenge their own preconceived notions. If the United States and other pluralistic democracies claim that our very strength is found in the sharpening of our individual interpretations against competing ideas to best approximate the truth, how can we replicate this process in our increasingly diverse classrooms? What might this dynamic look like when the professor at the front of the room is radically different in significant ways from the students he or she teaches? For our classroom this means that pluralism must be real. It does not preclude the search for truth and right, but it makes that search more complicated and authentic. We cannot merely construct truth in our own images; we must confront challenging contradictions. In the United States, this requires us to take seriously the competing arguments and frameworks presented by the Other, generally reflecting issues of race, class, religion, politics, sexuality, and gender. This article examines five elements that help ensure that this process of pluralistic discussion and discovery actually occurs in our university and college classrooms. More particularly, the essay examines the potential for classroom engagement in the area of diversity when we consider the factors of audience, grace, power, discomfort, and transformation. [Supplementary materials are available for this article. Go to the publisher's online edition of theJournal of Political Science Educationfor the following free supplemental resource(s): Appendices 1 and 2 containing examples of midterm assessment tools and student evaluation forms.] [ABSTRACT FROM PUBLISHER]

An essay is presented on the career of scholar and activist St. Clair Drake while employed at Roosevelt University during the 1960s. Particular focus is given to the author's personal experiences as a student of Drake. Details on the role of his political and social views in his teaching and scholarship are presented.

There are many theories about Africa's lack of economic development. As more bright spots appear on the continent once called "dark," one business professor argues that its major problem is a lack of managerial expertise [ABSTRACT FROM AUTHOR]

A literary criticism of the book "Disgrace," by J. M. Coetzee is presented. It examines the reconciliation politics of postapartheid South Africa in relation to complicity and collaboration. It outlines the life of fictional character David Lurie, a 52-year-old African university professor struggling to create an opera. It also analyzes the connection between race and sex in South Africa.

This article is an interview of Francine Childs. She was the first Black full professor at Ohio University, and she was the first-and only-woman to chair the Department of African American Studies. This interview specifically focuses on her challenges as a faculty member and as the chair concerning gender and racial equality during the early stage of Black Studies programs in the United States. In 2012, the Department of African American Studies at Ohio University will celebrate its 43rd anniversary, its longevity in part due to her dedication at the helm. [ABSTRACT FROM AUTHOR]

Using critical race theory as a framework and methodology, this qualitative study of 10 Black graduate students examines how teaching and learning in the racialized context of a predominantly White institution affects the pedagogical interaction between Black faculty and Black students in the classroom. The findings of this study suggest that some Black graduate students enter classrooms taught by professors who are Black like them with the perception that Black faculty (a) are innocent until proven guilty, (b) will serve as role models who hold them to higher standards, and (c) will view Black students and be viewed by these same students as representatives of their race. This manuscript concludes that Black professors must be aware of such perceptions and discover how to navigate this racial paradox if they are to successfully fulfill their responsibility to lift up the souls of Black graduate students in the presence of their academic experience. [ABSTRACT FROM PUBLISHER]

Previous research documents Black professors’ heavy service commitments and time spent mentoring; yet little work explores how this form of faculty work differs by gender. This intersectional analysis examines narratives of 37 Black professors at three institutions (collected across two studies), focusing on how race and gender shape Black professors’ expectations and experiences mentoring. Findings indicate that racism and sexism influence whether and how Black faculty members mentor in unique ways. Women engage in close, personal relationships and face high gender-based expectations regarding student contact, leading to their carriage of a heavy mentoring burden. Men are more formal and compartmentalize their relationships, partly due to perceived visibility and surveillance, as well as increased likelihood of accusations of inappropriate relationships with female students. [ABSTRACT FROM PUBLISHER]

A growing body of research demonstrates that many college environments present challenges for black professors, particularly as they face institutional and personal racism. While scholars have linked these experiences to their attrition, this qualitative study explores black professors' larger range of responses to difficult professional environments. Twenty-eight black professors employed at two large public research universities participated in this study. Findings indicate that in addition to institutional departure, black faculty respond to personal and institutional racism though a form of psychological departure and acts of critical agency, specifically forming external networks, aiming to disprove stereotypes and engaging in service activities. Thus, institutions must be mindful of the full range of responses to the racism that black professors face, not assuming the climate is hospitable simply because faculty are not leaving the institution. Rather, campuses must improve their campus environments through ongoing strategic initiatives focused on cultural change. [ABSTRACT FROM AUTHOR]

Changes in the representation, career advancement, and workplace perceptions of Black faculty at research universities in the United States over time, in comparison to White faculty were examined. Based on the analysis of data from the 1993, 1999, and 2004 National Study of Postsecondary Faculty (NSOPF) surveys, we found that although the overall representation and doctoral degree attainment of Black faculty had increased over time, they were still disproportionally represented among tenured and associate/full professor faculty positions. Findings also revealed that White faculty at research universities were tenured, held the rank of full professor, had been tenured, and had held senior ranks longer than Black faculty. Our study also revealed that although faculty workplace perceptions and attitudes had improved over time, Black faculty still perceived their institutions to be less fair to women. Also, they were significantly less satisfied than White faculty with their decision-making authority and with their jobs. [ABSTRACT FROM AUTHOR]

The article presents a summary of the dissertation oriented by Professor Maria Salete Kern Machado on discrimination in the relations of work suffered by 14 Black professors of the University of Brasilia. Taking the University of Brasilia as a field--where less than 1% of the teaching staff is Black--this qualitative research looked to check how a group of 14 Black teachers, acting in a locus where rarely they are found in the position of prestige, they survive the experiences of discrimination. Since they resist them in their daily life and in the environment of work and one exists mobilization of individual and/or collective strategies of defense that help them surpass the suffering resulting from these experiences of discrimination in the relations of work. The qualitative analysis of this object generated the following considerations--target of present negative stigma in imaginary social Brazil, the focused Black professors in this research, is of locus where the society would accept them more easily and they had searched to rescue its proper identities, surpassing the scare, the fear and the shame, positive auto-esteem that stimulated them to continue and to transpose barriers.