'How Dare You!' African American Faculty and the Power Struggle with White Students

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  • Author(s): Thomas, Vanessa (ORCID Thomas, Vanessa (ORCID 0000-0001-7005-0693)
  • Language:
    English
  • Source:
    Journal of Cases in Educational Leadership. Dec 2020 23(4):115-126.
  • Publication Date:
    2020
  • Document Type:
    Journal Articles
    Reports - Descriptive
    Tests/Questionnaires
  • Additional Information
    • Availability:
      SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: http://sagepub.com
    • Peer Reviewed:
      Y
    • Source:
      12
    • Intended Audience:
      Teachers
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      College Faculty; African American Teachers; White Students; Women Faculty; Minority Group Teachers; Males; Antisocial Behavior; Ethnic Stereotypes; Racial Bias; Racial Differences; Teacher Student Relationship; Student Behavior; Coping; Stress Management
    • Accession Number:
      10.1177/1555458920945762
    • ISSN:
      1555-4589
    • Abstract:
      Higher education institutions are hiring more Intellectuals of Color to diversify their faculty. However, the diverse faculty presents an adverse dynamic between White male students and Black female professors. White students tend to exhibit disruptive, intimidating behavior toward Black faculty. Historical stereotypes, prejudices, biases, racism, oppression, and White supremacist attitudes and beliefs displayed in society express itself in the classroom. Black faculty face unique challenges in comparison with their White colleagues when teaching White students. White students more frequently disrespect and challenge the competency of Black faculty while disrupting the classroom learning environment. Meanwhile, Black faculty must display a high level of emotional labor to cope with the daily stressors.
    • Abstract:
      As Provided
    • Publication Date:
      2020
    • Accession Number:
      EJ1271142