Maids of Academe: African American Women Faculty at Predominately White Institutions

2007 ◽  
Vol 12 (1) ◽  
pp. 19-36 ◽  
Author(s):  
Debra A. Harley
Keyword(s):  
African American ◽  
African American Women ◽  
Women Faculty ◽  
Predominately White Institutions ◽  
American Women ◽  
Predominately White ◽  
White Institutions

scholarly journals Navigating the Academy: An Autoethnographic Approach to Examining the Lived Experience of African American Women at Predominantly White Institutions of Higher Education

2017 ◽  
Author(s):  
Kiesha Warren-Gordon ◽  
Renae Mayes
Keyword(s):  
Higher Education ◽  
African American ◽  
African American Women ◽  
Lived Experience ◽  
Institutions Of Higher Education ◽  
Predominately White Institutions ◽  
American Women ◽  
Predominately White ◽  
Promotion And Tenure ◽  
White Institutions

This study explores the lived experience of two African American women working at predominately white institutions of higher education. A review of the literature suggests research that examines the experiences of African American women in academe is limited. Using an autoethnographic approach, we explore our experiences and how we navigate our roles. Findings suggest that when the appropriate mentoring is in place African American women have a more positive experience navigating the promotion and tenure process.

Mentoring African American Women at Historically Black Colleges/Universities

2018 ◽  
pp. 97-125
Author(s):  
Tammara Petrill Thomas ◽  
Michelle Lee Maultsby
Keyword(s):  
African American ◽  
African American Women ◽  
Historically Black ◽  
Black Colleges ◽  
Women Faculty ◽  
Tenure Track ◽  
New Faculty ◽  
American Women ◽  
Tenure Track Faculty ◽  
Tenure Process

This chapter describes how a considerable milestone for new faculty entering academia has been awarding tenure by the institution of higher education. This is often referred to as the Academy. Tenure-track faculty working towards tenure spend several years honing their craft in the areas of teaching, research, and service. Senior colleagues assume the lead in determining activities, and others who are considered authorities and leaders in the chosen field of scholarship. While HBCUs have provided an enormous source of support for African-American women who are tenure-track faculty, they continue to be underrepresented in the academy and are adversely impacted by the tenure process. Barriers that impede the tenure process of African-American women faculty include societal biases, stereotypes, systemic oppression, and lack of mentorship. This chapter seeks to provide awareness, discuss unique challenges specific to African American women faculty, and existing strategies to negotiating the tenure and promotion processes.

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