Through a comprehensive literature review, this article identifies and discusses barriers to recruitment and retention of faculty of color. Marginalization, racism and sexism manifested as unintended barriers are presented as a few of the barriers faculty of color face in successfully navigating the tenure process. Informed by this literature review, we conducted a self-study that presents the experiences of four faculty of color navigating the tenure process in a predominately white Research Institution. The purpose of this study was to share the experiences of three junior faculty of color as they navigate the tenure process, and one tenured faculty of color who is informally mentoring them through the process. This article highlights the findings of one component of a broader study: focus group discussions about how diversity efforts and activities are subsequently evidenced in teaching, research agendas and service. Four themes are presented: Academic Identity; Confronting Diversity, Mentoring, and Safe Spaces. A discussion of the consequences of these findings on faculty of color retention and recruitment is included. Recommendations are made to other predominately white institutions on how to address issues facing faculty of color.

No abstract

Critical Race Theory (CRT) revolutionized how we investigate race in education. Centralizing counter stories from people of color becomes essential for decentralizing white normative discourse-a process we refer to as realities within the Black imagination .Yet, few studies examine how whites respond to centering the Black imagination, especially since their white imagination goes unrecognized. We propose utilizing Critical Whiteness Studies (CWS) to support CRT to aid in deconstructing the dimensions of white imaginations. Our findings describe how the white imagination operates inside the minds of white teacher candidates, namely through their (a) emotional disinvestment, (b) lack of critical understanding of race, (c) resurgence of white guilt, and (d) recycling of hegemonic whiteness, all of which negatively impact their role in anti-racist teaching in urban schools. ReIntroducing the Black Imagination Embedded in the Black 1 imagination is an emotion of terror from experiencing and witnessing the realities of racism (Bell, 1987; hooks, 1995). An example of this is hooks (1995) description of a terrifying childhood event: not knowing if acts of white supremacy would transpire from the many door-to-door white salesmen who entered her Black home. Despite their obvious racial discomfort in being inside a Black home, she admits that "their presence terrified me" because she could not distinguish between the white men who sell products from the white men who "enact rituals of terror and torture" (p. 39). One way that this terror currently manifests is in witnessing the murder of Black people in America (e.g., Oscar Grant, Travyon Martin, James Byrd, and Chavis Carter). The result is the formation of a collective Black imagination that does not intend to essentialize Black identity, but rather recognizes that terror, like other feelings, intuitions, and behaviors, are rational responses to experiencing the terrorism in white supremacy.

No abstract

This qualitative study investigated parents' perceptions of the various roles they played in their adult children's lives during the post-high school years. Individual face-to-face interviews were conducted with 9 families of young adults with developmental disabilities. Findings indicated that families perceived the complexity of their roles as balancing between advocating for their adult children's needs while promoting independence and self-determination. The roles parents assumed as their children entered into adult life were those of collaborators, decision makers, and program evaluators, role models, trainers, mentors and instructors, and systems change agents. Parents often felt they were the safety net for their children and the back-up plan for service agencies. Parents' quotes illustrated the complexity of the roles they played as their young adult children with developmental disabilities entered adulthood.