Reflection, Realization, and Reaffirmation: Voices of Black and White Faculty Members Engaged in Cross-Racial Mentoring

2018 ◽  
Vol 20 (4) ◽  
pp. 205-215
Author(s):  
Dave A. Louis ◽  
Scott D. Michel ◽  
Jennifer E. Deranek ◽  
Sarah L. Louis
Keyword(s):  
Faculty Members ◽  
White Faculty ◽  
Black And White

scholarly journals Cross-cultural peer mentoring: One approach to enhancing White faculty adjustment at Black colleges

2015 ◽  
Vol 17 (2) ◽  
pp. 1 ◽  
Author(s):  
Dave Anthony Louis
Keyword(s):  
Historically Black ◽  
Peer Mentoring ◽  
Phenomenological Approach ◽  
Black Colleges ◽  
Faculty Members ◽  
Main Theme ◽  
Historically Black Colleges ◽  
White Faculty ◽  
Black And White ◽  
Black Colleges And Universities

White faculty members at America’s Black colleges face numerous social obstacles. Exploring the experiences of White faculty members at four historically Black Colleges and universities (HBCUs) and their adjustment to a minority status assists the comprehension of issues surrounding this subgroup. Utilizing a phenomenological approach, narratives from twenty-seven White faculty members were analyzed to garner an understanding of their experiences at these colleges. Strategies to developing faculty peer-mentoring that would assist adjustment for the White faculty were discussed. Recommending greater engagement of Black and White faculty to assist White faculty adjust to these very significant environments is the main theme.

Counting heads vs making heads count

2018 ◽  
Vol 37 (8) ◽  
pp. 780-798 ◽  
Author(s):  
Emily Vargas ◽  
Amy Seon Westmoreland ◽  
Kathrina Robotham ◽  
Fiona Lee
Keyword(s):  
Higher Education ◽  
Design Methodology ◽  
Faculty Of Color ◽  
Faculty Members ◽  
Racial Climate ◽  
Organizational Diversity ◽  
Data Set ◽  
White Faculty ◽  
Content Type ◽  
Primary Driver

Purpose Research on organizational diversity initiatives generally focus on either numerical diversity or racial climate. Both facets of diversity are critical, however, research has rarely examined their impact simultaneously. The paper aims to discuss these issues. Design/methodology/approach In the current study, the authors use the context of higher education, to examine how variations in the composite of numerical diversity and racial climate predict psychological disparities between faculty of color (FOC) and White faculty. The authors test how institutions that engage in authentic diversity (i.e. institutions that are both numerically diverse and have a positive racial climate) compare to other diversity composites. Findings Using a data set of n=37,406 faculty members in US colleges/universities, this study found that racial disparities between FOC and White faculty for various psychological outcomes are smaller in authentic diversity institutions compared to institutions with low numeric diversity/ poor racial climate. Further, the data demonstrate that authentic diversity institutions have reduced psychological disparities compared to institutions with high numeric diversity/poor racial climate, but have similar disparities to institutions with low numeric/positive racial climate. Originality/value These results suggest that diversity climate may be the primary driver of mitigating psychological disparities between FOC and White faculty. However, it is necessary for institutions to authentically engage in diversity – by promoting both entities – to become more effective in reducing disparities.

Black and White Faculty in White Research Universities

1983 ◽  
Vol 54 (1) ◽  
pp. 1 ◽  
Author(s):  
Charles J. Elmore ◽  
Robert T. Blackburn
Keyword(s):  
Research Universities ◽  
White Faculty ◽  
Black And White

scholarly journals Allies Welcomed to Advance Racial Equity (AWARE) Faculty Seminar Series: Program Design and Implementation

2021 ◽  
Vol 8 ◽  
pp. 238212052110349
Author(s):  
Brownsyne Tucker Edmonds ◽  
Chemen Neal ◽  
Anthony Shanks ◽  
Nicole Scott ◽  
Sharon Robertson ◽  
...  
Keyword(s):  
Emotional Labor ◽  
Faculty Of Color ◽  
Racial Equity ◽  
Structural Racism ◽  
White Faculty ◽  
Black And White ◽  
Point Of Entry ◽  
Seminar Series ◽  
Departmental Climate ◽  
Group Sharing

Introduction: In the wake of George Floyd’s murder, White faculty in our department began to express the desire to gain a greater understanding of structural racism and racial inequity. To facilitate this learning, support allyship, and mitigate the emotional labor and taxation that frequently falls on faculty of color to respond to these appeals, we developed AWARE (Allies Welcomed to Advance Racial Equity), a faculty seminar series primarily designed for and led by a majority White faculty to tackle the topics of structural racism, Whiteness, and Anti-racist action. Methods: We developed a 6-session seminar series, identifying 5 White faculty as lecturers and a cadre of Black and White volunteer facilitators, to lead 60-minute sessions comprised of lecture, facilitated small group reflection, and large group sharing, that reviewed key topics/texts on structural racism, Whiteness, and Anti-racism. Results: Attendance ranged from 26 to 37 participants at each session. About 80% of faculty participated in at least 1 session of the program. The majority of participants (85%) felt “more empowered to influence their current environment to be more inclusive of others” and were “better equipped to advocate for themselves or others.” Most (81%) felt “more connected to their colleagues following completion of the program.” Ultimately, faculty thought highly of the program upon completion with 26/27 (96%) stating they would recommend the program to a colleague. Discussion: We offer a reproducible model to improve departmental climate by engaging in the shared labor of educating our colleagues and communities about structural racism, Whiteness, and Anti-racism to create a point of entry into reflection, dialogue, and deliberate actions for change.

scholarly journals A case study of classroom faculty experiences with racial dialogue in one rural Missouri university

2018 ◽  
Author(s):  
◽  
Steven Bryant
Keyword(s):  
Professional Development ◽  
Faculty Members ◽  
Faculty Experiences ◽  
White Faculty ◽  
Background Factors ◽  
Qualitative Survey ◽  
Just Society ◽  
Racial Dialogue ◽  
Equity And Inclusion

The divide of America and the racial injustices occurring support the need for ensuring faculty development to confront race and racial inequities in the classroom (Hughey, 2012). This study explored the experiences of White faculty members who incorporate racial dialogue in their courses. Based on ten interviews, one focus group, and a qualitative survey, this study explored the experiences and background factors of White faculty members who incorporate racial dialogue in their courses. This qualitative study (Creswell, 2014) worked to fill this gap in knowledge present in understanding these background factors. Findings inform developers of diversity, equity and inclusion trainings on how White faculty members have arrived at incorporating racial dialogue within the classroom. It is important in future professional development opportunities to increase White faculty member's engagement with racial dialogue within the classroom to foster inclusion and create a more just society.

Black and White Faculty in White Research Universities

1983 ◽  
Vol 54 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Charles J. Elmore ◽  
Robert T. Blackburn
Keyword(s):  
Research Universities ◽  
White Faculty ◽  
Black And White

scholarly journals Fostering Change in Accounting Among Black and White Faculty and Students

2020 ◽  
Author(s):  
Wendy M. Tietz ◽  
Regina L Brown ◽  
Frank Ross ◽  
Theresa A. Hammond
Keyword(s):  
White Faculty ◽  
Black And White

Racial Differences in Faculty Perceptions of Collegiate Student-Athletes’ Academic and Post-Undergraduate Achievements

2010 ◽  
Vol 27 (4) ◽  
pp. 390-412 ◽  
Author(s):  
Eddie Comeaux
Keyword(s):  
Critical Race Theory ◽  
Student Affairs ◽  
Racial Differences ◽  
Student Athletes ◽  
Faculty Perceptions ◽  
Faculty Members ◽  
Photo Elicitation ◽  
Black And White ◽  
Educational Environments ◽  
College Student Athletes

This study employed critical race theory (CRT) as an interpretive framework to explore faculty members’ perceptions about Black and White U.S. college student-athletes’ academic and post-undergraduate accomplishments. Using photo elicitation method, randomly assigned faculty participants responded to a photo and vignette of a student-athlete by race. Results indicated that some faculty held differential feelings toward Black and White student-athletes with respect to their academic and post-undergraduate accomplishments. Such feelings were less favorable for Black male and female student-athletes as compared with their White counterparts. The implications of these findings should be discussed among faculty, student affairs leaders, coaches, and others who frequently interact with student-athletes and are committed to creating more equitable educational environments for all students.

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