Race and Leadership in Library and Information Science Education: A Study of African American Administrators

Abstract

The recent US presidential campaigns and the subsequent election have laid bare many highly charged political and social issues that historically remained unresolved but have over the years slipped into a sphere of topics avoided in polite and civil conversation. Among the many discussions and topics that took hold as a result of Hilary Clinton's campaign for US president was that of the glass ceiling. The reemergence of the discussion of racial and gender barriers in politics and professional life in America provides an opportunity to revisit the history of racial barriers in the library profession, particularly in library education. This essay provides a framework for understanding the racial and social dynamics that led to the development of a separate but unequal system for educating African American librarians in America. And, of equal or perhaps greater significance at this stage in our profession's evolution, it highlights the significant contributions of African American leaders in library education who also overcame tremendous obstacles and systemic barriers, and ultimately changed the profession regarding who it invites in, and who and how it seeks to serve.

What are the options for library and information studies education reform in addressing racial inequity in the library profession in the UK?

“…There are early recommendations of community engagement through service learning (placements and internships), the Spectrum initiative (financial support and mentoring designed by ALA to change the workforce demographic), subject guides and reading and literacy interventions (Roy, 2001). These engagement opportunities are often mentioned as opportunities for LIS students to engage with a diverse community (Garwood-Houng and Blackburn, 2014; Montiel-Overall and Littletree, 2010), echoing calls from the curriculum repertoire to focus on the development of cultural competences (Blackburn, 2015; Caidi and Dali, 2015; VanScoy and Bright, 2017). The global nature of the profession is proposed as an opportunity to widen cultural competences to reflect the growth in international student numbers and international research collaboration (Saunders et al, 2013).…”

African American Librarians: A Survey Conducted between 2019 and 2020 in the United States

“…Maurice B. Wheeler and Daniella Smith's (2018) article titled "Race and Leadership in Library and Information Science Education: A Study of African American Administrators" highlights today's library education and lists African American leaders in library education with a brief survey of historical background giving statistics. This recent article is an excellent contribution to the literature that highlights education in librarianship from a leadership perspective while pointing out today's achievements.…”

Recruitment and retention strategies of LIS students and professionals from underrepresented groups in the United States

“…The term “inclusion” is defined as the active, intentional and ongoing engagement with diversity which includes “a level of supportive energy and commitment from others so [individuals] can do their best work” and which“engages each individual and makes people feel valued” (Global Diversity Practice, 2018). Inclusion cannot happen without an overhaul of a library's cultural climate, which requires changing biases and other practices that limit the success of people of color and individuals from underrepresented groups (Wheeler and Smith, 2018). Requiring library staff (from circulation to administration) to attend cultural competency and diversity trainings is an effective way to pave the foundation of building a successful, inclusive staff (Andrade and Rivera, 2011).…”

“…Diversity within the Library and Information Science (LIS) profession has often been viewed as a problem that needs solved or an “obligatory buzzword”, but instead it should be viewed as a concept that actively works toward dismantling institutional racism and bias toward members belonging to underrepresented groups (Galvan, 2015; Wheeler and Smith, 2018). According to the Association for Library and Information Science Education, 26.2 percent of students enrolled in the LIS programs of United States are members of an underrepresented race or ethnic group, which includes international student representation ( n = 13,544); similarly, faculty from underrepresented race or ethnic groups represent 22 percent of all US LIS faculty ( n = 959).…”