The Benefits, Challenges, and Strategies of African American Faculty Teaching at Predominantly White Institutions

Abstract

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.The comments about Ohio State University are solely attributed to the first author, Rudolph Alexander, Jr., and are not attributed to the second author or meant to reference any other university or college.

Accomplices in the academy in the age of Black Lives Matter

“…Given that faculty of color are in a significant numerical minority among predominantly white campuses, they often experience being asked to speak or present on behalf of their race or cultural background, a similar experience to the few students of color in teacher education classrooms. Further, faculty of color frequently experience challenges to their position or invalidations from students in their classes, either in person or in course evaluations (Alexander Jr. & Moore, 2008;Smith & Hawkins, 2011). Therefore, it is imperative that white accomplices acknowledge these microaggressions, vocally support their colleagues of color, and take the initiative to address racism and other forms of intersectional oppression in the classroom.…”

Multicultural Training in CACREP Counselor Education Programs: A Survey

“…Unfortunately, program professionals put more emphasis on other counseling requirements with cultural diversity needs being minimally met. Additionally, junior-level or newer faculty members primarily teach courses on multiculturalism (Alexander & Moore, 2008). These faculty members were known to be overwhelmed during the first two or three years of employment and these newer faculty members generally need time to gain teaching experience as well as time to establish their scholarship interest (APA, 2003).…”

Comparing Alternative Voices in the Academy: Navigating the Complexity of Mentoring Relationships from Divergent Ethnic Backgrounds

“…These barriers include the mental and emotional stress of being a numerical minority, being treated as symbolically representing their race, and social isolation as scholars are expected to maintain their own uniqueness while becoming socialized into the dominant culture ideology of higher education (Alexander & Moore, 2007;Fenelon, 2003b;Mackey, 2014). Scholars with membership in more than one minority group report continued struggle with these barriers to their success (Zellers et al, 2008).…”

“…Mentors provide an invaluable source of information and guidance as junior scholars are inducted into the academy. A number of scholars state the significance of mentorship for the recruitment and retention of faculty members of color (Alexander & Moore, 2007;Dancy & Brown, 2011;Jean-Marie & Brooks, 2011;Laden & Hagedorn, 2002;Stanley, 2006). Dancy and Brown (2011) informed us that the process of becoming a scholar is an elusive one, often wrought with conflicting expectations about who one is and what one does in that role (p. 3).…”

“…This is a particularly salient point given the social phenomenon wherein a person will subconsciously accept particular identity characteristics imposed by others in order to assume a new identity, compatible with what they see as the identity of the local people eventually "to become one of them" (Mach, 1993, p. 8). It is clear that the Academy of the (not so distant) past brought with it a specific set of hidden rules that defined scholarship (Alexander & Moore, 2007;Fenelon, 2003b). The above conceptualization of external identity assignment has led us to deconstruct our own identity in order to fully develop as a scholar.…”