<em>Black Women’s Experiences of Campus Racial Climate and Stigma at Predominantly White Institutions: Insights from a Comparative and Within-Group Approach for STEM and Non-STEM Majors</em>

Women continue to struggle to reach senior-level leadership positions in collegiate sports, and ethnic minorities face the challenges due to their ethnicity as well. This research examined the experiences and challenges of ethnic minority women who are collegiate athletic directors at predominantly White institutions (PWIs). Semistructured interviews were conducted with eight participants using intersectionality as a theoretical framework. Three themes emerged from the data analysis: (a) intersectional challenges, (b) questions of competence, and (c) professional support. The women were continually battling the idea of having to prove themselves and negotiating the challenges of being an ethnic minority woman working in collegiate athletics. They credit their professional networks as a valuable resource during their career progression. The women noted that sexism was more prevalent in their experiences than issues related to their ethnicity. The masculine athletic director stereotype persists in collegiate sports, but the findings of this study can contest the notion of a standard leadership identity that has long been perceived as a White man.

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Examining Campus Climate for African American Males at Predominantly White Institutions

The Handbook of Research on Black Males ◽

10.14321/j.ctv4g1qgh.36 ◽

2018 ◽

pp. 441-456

Author(s):

James Bridgeforth

Keyword(s):

African American ◽

Predominantly White ◽

African American Males ◽

Campus Climate ◽

Predominantly White Institutions ◽

White Institutions

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Transitioning Courses During COVID-19

Strategies for Student Support During a Global Crisis - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-7000-5.ch007 ◽

2021 ◽

pp. 99-125

Author(s):

Kanita K. DuCloux ◽

Michelle S. Jones ◽

Jeffrey D. Herron

Keyword(s):

College Students ◽

Predominantly White ◽

Time Frame ◽

Colleges And Universities ◽

Predominantly White Institutions ◽

Black Faculty ◽

Face To Face ◽

White Institutions ◽

Face To Face Instruction ◽

Short Time

In this chapter, three Black faculty from two different predominantly white institutions (PWIs) reflect on how they were able to successfully transition their traditional face-to-face courses to online or remote courses in a short time frame. They briefly describe the two institutions followed by a discussion of the struggles with technological issues, the benefits and disadvantages of working from home, as well as the stress of coping with COVID-19-related issues. Next, the faculty describe the strategies implemented with college students to help the students navigate the transition and be successful in their courses when all schools, colleges, and universities were forced to make the switch from traditional face-to-face instruction to online or remote teaching due to the pandemic.

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