Centering Black Women Faculty: Magnifying Powerful Voices

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  • Author(s): Priddie, Christen (ORCID Priddie, Christen (ORCID 0000-0001-9009-8328); Palmer, Dajanae (ORCID Palmer, Dajanae (ORCID 0000-0001-6370-5823); Silberstein, Samantha (ORCID Silberstein, Samantha (ORCID 0000-0002-1759-2511); BrckaLorenz, Allison (ORCID BrckaLorenz, Allison (ORCID 0000-0002-1482-6554)
  • Language:
    English
  • Source:
    To Improve the Academy. Fall 2022 41(2):96-127.
  • Publication Date:
    2022
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Michigan Publishing. 839 Greene Street, Ann Arbor, MI 48104. Tel: 734-764-3417; e-mail: [email protected]; Web site: https://www.toimprovetheacademy.org/
    • Peer Reviewed:
      Y
    • Source:
      32
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      African American Teachers; Females; Women Faculty; College Faculty; Experience; Teaching Conditions; Teacher Attitudes; Faculty Workload; Values; Self Concept; Black Colleges; Undergraduate Study; Tenure; Academic Rank (Professional); Nontenured Faculty; Diversity (Institutional)
    • Accession Number:
      10.3998/tia.246
    • ISSN:
      2334-4822
    • Abstract:
      While much of the quantitative research on Black women faculty has taken a comparative approach to understanding their experiences, this study provides a counternarrative, centering their experiences as faculty. This large-scale, multi-institution glance at Black women faculty helps to give us an overview of these women across the country, looking at who they are, where they are, how they spend their time, and what they value in undergraduate education. This study allows us to strengthen various arguments made in qualitative studies of Black women faculty and amplify their perspectives and experiences. Furthermore, it reaffirms and reinvigorates the need for educational developers to practice intentional assessment of Black women faculty's teaching, support the current teaching efforts of Black women faculty on their campus, and advocate for policy change centering the work of Black women faculty.
    • Abstract:
      As Provided
    • Publication Date:
      2023
    • Accession Number:
      EJ1373393