Do Black Professors Earn More Than White Professors?

In this article, I reflect on ways to improve my practice as a Black woman teaching in a white-dominated teacher education program through self-study in teacher preparation (S-STEP). I describe strategies that Black professors can use to engage white preservice teachers in discourse about individual and cultural diversity in urban schools. The general underlying principle in this focus is that one must create a safe space for white students, regardless of comfort, to communicate about individual and cultural diversity in urban schools. This is imperative, as research demonstrates many professors of color, specifically Black professors, experience hostile classroom environments. These experiences occur mostly within white-dominated institutions when students experience a shift of power from a white professor to a professor of color. This shift is intensified when the topics of the course focus on equity and social justice in urban schools. Practitioners of color are encouraged to explore ways in which these and others can be incorporated in courses that prepare white teachers to teach diverse populations in urban schools.

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Importance of a Critical Mass

Campus Counterspaces ◽

10.7591/cornell/9781501746888.003.0007 ◽

2020 ◽

pp. 82-95

Author(s):

Carly Offidani-Bertrand

Keyword(s):

Minority Students ◽

Critical Mass ◽

Additional Layer ◽

Historical Figures ◽

Campus Organizations ◽

Campus Integration ◽

White Professors ◽

K 12 ◽

First Time ◽

Racial Ethnic

This chapter turns to the role of racial-ethnic identity-based campus organizations in helping or hindering students to manage feelings of being othered. Upon arrival on campus, racial-ethnic minority students find themselves dramatically outnumbered by White students, taught by largely White professors, and learning about White historical figures and artifacts. Because of the segregated nature of American K–12 schooling, this shift into suddenly being racially-ethnically outnumbered can be a significant challenge to campus integration. Mounting feelings of social isolation add an additional layer of stress atop an already difficult transition. Away from home for the first time, many minority students feel culturally lost as they begin their new life as college students. Students' perspectives on being othered ranged from feeling that their peers appreciated their differences to feeling stereotyped as the sole representative of their group. The extent to which they had counterspaces helped them process those feelings and celebrate their differences as diversity.

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Black Professors— Salary or Service?

Equity & Excellence in Education ◽

10.1080/0020486730110411 ◽

1973 ◽

Vol 11 (4-5) ◽

pp. 56-57

Author(s):

Way Man B. Shiver

Keyword(s):

Black Professors

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White Professors Grading Black Students

Improving College and University Teaching ◽

10.1080/00193089.1975.9931108 ◽

1975 ◽

Vol 23 (1) ◽

pp. 31-32

Author(s):

Helen Olive

Keyword(s):

Black Students ◽

White Professors

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Understanding the motivation and transformation of White culturally responsive professors

Journal of Adult and Continuing Education ◽

10.1177/1477971417738793 ◽

2017 ◽

Vol 24 (1) ◽

pp. 81-99

Author(s):

China Jenkins ◽

Mary Alfred

Keyword(s):

Higher Education ◽

Culturally Responsive Teaching ◽

Teaching Practices ◽

Culturally Responsive ◽

Responsive Teaching ◽

Moral Obligations ◽

Primary Motivation ◽

Moral Rightness ◽

Transformational Experiences ◽

White Professors

The purpose of this study was to examine the motivation for White professors in higher education to become culturally inclusive in their teaching practices and the transformational experiences that created this motivation and shaped their development. The findings revealed personal convictions that centred on moral obligations towards teaching was the primary motivation for the participants, that culturally responsive teaching requires complex consideration in its implementation, and there are a variety of challenges that impact culturally responsive professors. Above all, the participants believed in the moral rightness of their work and felt obligated to teach in a culturally responsive manner.

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