Black Faculty in Predominantly White U.S. Institutions of Higher Education: The Influence of Black Student Enrollment1

1998 ◽  
Vol 31 (2) ◽  
pp. 6-18 ◽  
Author(s):  
Joe T. Darden ◽  
Sameh M. Kamel ◽  
Andrew J. Jacobs
Keyword(s):  
Higher Education ◽  
Predominantly White ◽  
Black Student ◽  
Black Faculty ◽  
Institutions Of Higher Education

scholarly journals Moving Beyond the Statements: The Need for Action to Address Structural Racism at Predominantly White Institutions

2021 ◽  
Vol 5 (1) ◽  
pp. 174-179
Author(s):  
Monica Burke
Keyword(s):  
Higher Education ◽  
Black Students ◽  
Predominantly White ◽  
Structural Changes ◽  
Well Being ◽  
The United States ◽  
Institutions Of Higher Education ◽  
Structural Racism ◽  
White Institutions ◽  
The Social

Higher education may once again be at a crossroad with the racial climate in the United States and what that means for college campuses. Consequently, institutions of higher education must commit to ensuring a supportive organizational structure for the social and psychosocial well-being of Black students and guaranteeing support resources for the psychological well-being of Black students. Such efforts require significant and enduring structural changes within institutions of higher education that should be ongoing and consistent.

Diversity in Kinesiology: Theoretical and Contemporary Considerations

2013 ◽  
Vol 2 (3) ◽  
pp. 156-169 ◽  
Author(s):  
Samuel R. Hodge ◽  
Doris R. Corbett
Keyword(s):  
Higher Education ◽  
United States ◽  
Predominantly White ◽  
Organizational Socialization ◽  
The United States ◽  
Predominantly White Institutions ◽  
Institutions Of Higher Education ◽  
White Institutions ◽  
The Status ◽  
Hispanic Faculty

In this article, the authors engage in discourse centrally located in the organizational socialization of Black and Hispanic kinesiology faculty and students within institutions of higher education. First, our commentary is situated in the theoretical framework of organizational socialization in regards to insight about the plight of Black and Hispanic kinesiology professionals. Next, data are presented that highlight the status of Black and Hispanic faculty in academe. Informed by previous research, the authors also discuss the socialization experiences of such faculty in kinesiology programs and departments, particularly at predominantly White institutions of higher education. Lastly, challenges are identified that are associated with recruiting, hiring, retaining, securing tenured status, and advancing Black and Hispanic faculty at leading doctorate-granting institutions in the United States.

scholarly journals The Time Is Now: Strategies to Address Racism, Equity, and the Retention of Black Faculty

2021 ◽  
Author(s):  
Kimberly Griffin ◽  
Antoinette Newsome
Keyword(s):  
Higher Education ◽  
Black Faculty ◽  
Institutions Of Higher Education ◽  
Extant Literature

A guide for institutions of higher education to retain Black faculty, drawing on extant literature.

Positionality as Prologue: Encountering the Self on the Journey to Transforming Latina/o/x Educational Inequities

2018 ◽  
Vol 120 (14) ◽  
pp. 1-16
Author(s):  
Michelle M. Espino
Keyword(s):  
Higher Education ◽  
Predominantly White ◽  
Power Dynamics ◽  
Institutions Of Higher Education ◽  
Race And Racism ◽  
Organizational Contexts ◽  
Self Reflection ◽  
Analysis Process ◽  
White Institutions ◽  
Study Participants

Positionality is an often overlooked but strategic practice for analyzing race and racism within the organizational bounds of predominantly White institutions of higher education. Positionality is critical self-reflection that uncovers the tensions and areas of strength found in relationships among the researcher, the research topic, the study participants, and the data analysis process. I argue that the researcher's practice of interrogating and articulating their personal and professional knowledge, values, beliefs, experiences, and embedded assumptions about race and racism can also be applied to a practitioner who plans to engage in dismantling systemic racial inequities in higher education. This chapter will illustrate how individuals embedded within institutions of higher education can interrogate their own positions within racist organizational contexts; attend to power dynamics as educational leaders, narrators, and subjects of inquiry; and commit to transformational practice that can address Latina/o/x educational inequities.

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