Introduction

2016 ◽  
Author(s):  
Patricia A. Matthew
Keyword(s):  
Quantitative Data ◽  
Personal Narratives ◽  
Faculty Of Color ◽  
Predominately White Institutions ◽  
Predominately White ◽  
White Institutions ◽  
Current Climate ◽  
Contemporary Context ◽  
Tenure Process ◽  
As If

The introduction argues that although the academy has a spoken (the written) commitment to diversity, the same attitudes (the unwritten) that kept faculty of color out of predominately white institutions in the 1940s works against them during personnel reviews. It highlights examples of the current climate where meritocratic language is used as if it’s neutral, discusses how the work of program building that many scholars of color are called upon to do is undervalued, and argues that personal narratives about tenure process are vital to a clearer understanding of the system’s weaknesses. In addition to including quantitative data, the introduction offers a historical and contemporary context for the stories included in the anthology.

Examining Practices of Retaining Black Female Faculty and Staff in Independent Schools

2020 ◽  
pp. 002193472096703
Author(s):  
Shayna Marie Cooke ◽  
Kristina Bethea Odejimi
Keyword(s):  
Black Women ◽  
Predominantly White ◽  
Independent Schools ◽  
School Setting ◽  
Faculty Of Color ◽  
Predominantly White Institutions ◽  
Predominately White Institutions ◽  
Predominately White ◽  
White Institutions ◽  
Group Interviews

K12 Independent schools have historically struggled with attracting and retaining faculty of color within their communities. This paper aims to explore the experiences of faculty of color, specifically Black women, in predominately White institutions and offer practical solutions to creating safe and equitable spaces where these individuals can feel seen, heard, and valued. The research for this paper relies heavily on focus group interviews of Black women in an independent school setting. The following themes emerged from these interviews: Perceptions and Stereotypes, Negative Experiences, Obligation to Others, and Institutional Support. These themes highlighted participants’ personal stories and experiences within various predominantly White institutions across their careers. The startling experiences of these women show how far we still have to go in terms of designing truly inclusive spaces for all faculty to feel that they are valued and welcomed members of the community.

Championships and Civil Rights

2019 ◽  
pp. 101-146
Author(s):  
Derrick E. White
Keyword(s):  
Civil Rights ◽  
Civil Rights Movement ◽  
Direct Action ◽  
Black College ◽  
Board Of Education ◽  
Predominately White Institutions ◽  
Structural Racism ◽  
Predominately White ◽  
Racial Change ◽  
White Institutions

This chapter explores how Black college football and FAMU reckoned with the civil rights movement. Gaither preferred interracial cooperation rather than direct action as a means for racial change. The civil rights movement, beginning with Brown v. Board of Education, and including the bus boycotts of the mid-1950s and the sit-ins of the early 1960s, undermined Gaither’s reputation with activists. Gaither’s opposition to immediate desegregation not only was an attempt to hold on to his powerful football program but also showed an understanding of how integration would perpetuate athletic dominance by predominately white institutions. Gaither’s experiences with structural racism in building Bragg Stadium provided an alternative perspective to the civil rights movement.

Mapping the University Learning Environment

NASPA Journal ◽  
1997 ◽  
Vol 35 (1) ◽  
Author(s):  
Alice A. Mitchell, ◽  
Marie T. Sergent ◽  
William E. Sedlacek
Keyword(s):  
Predominately White Institutions ◽  
Student Groups ◽  
Campus Environment ◽  
Predominately White ◽  
White Institutions ◽  
American Students ◽  
Diverse Student ◽  
New Students ◽  
Areas Of Interest ◽  
The University

Perceptual mapping can provide a means of evaluating a campus through the eyes of diverse student groups. By providing a fuller understanding of areas of interest and exploring the initial perceptions of new students of these areas, percpetual mapping can have important ramifications for the retention of African American students at predominately White institutions. The authors describe a study that illustrates the use of this technique for the environmental assessment of a campus environment.

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