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What are the experiences of faculty of color at traditionally white institutions (TWIs)
of higher education (IHE)? In what ways do faculty of color at TWIs of IHE cope with/handle struggles/defeats and successes in the workplace? In what ways can college/university administrators and colleagues support and retain faculty of color? This book seeks to answer these questions and address issues of recruitment, retention, and support of faculty members of color. Additionally, the editors hope to provide insight into the higher education experiences of faculty of color to their colleagues and administrators. It is our hope that renewed understanding of these experiences will positively influence levels and quality of support.
List of contents
Foreword- Michael Hester
Chapter One: Faculty of Color in Higher Education
Karen Harris Brown, Patty Alvarez McHatton, and Michelle Frazier Trotman Scott
Chapter Two: Limits of Acceptance: How Far Is Too Far?
Hema Ramanathan
Chapter Three: The Sword, the Shield, and Double-Consciousness: Notes on
Reconciling and Negotiating the Black Male Scholar Identity
Tristan Glenn
Chapter Four: Navigating Higher Education as an Asian Immigrant Female
Sohyun An
Chapter Five: The Silencing of International Faculty: The Enemy Inside and Out
Paula Guerra
Chapter Six: Reframing Resistance: Steering Into and Through Student Resistance to Diversity Course Content
Michael D. Smith
Chapter Seven : A Lighthouse on the Shore, the Challenge of Trying to Shine
Ursula Thomas
Chapter Eight: The Golden Child
Jacqueline Johnson
Chapter Nine: Thematic Analysis
Karen Harris Brown and Patricia Alvarez McHatton
Chapter Ten: Faculty of Color Navigating Higher Education
Karen Harris Brown and Patricia Alvarez McHatton
About the author
Edited by Karen Harris Brown; Patricia Alvarez McHatton and Michelle Frazier Trotman Scott
Summary
This text seeks to inform, empower, and provide a voice to all faculty of color. This book will offer a vivid account of the lived experiences of faculty of color in academia. The editors believe these collective experiences will serve to provide resources, such as support, encouragement, and a sense of community to other faculty of color.
