What are the experiences of faculty of color at traditionally white institutions (TWIs) of higher education (IHE)? In what ways do faculty of color at TWIs of IHE cope with/handle struggles/defeats and successes in the workplace? In what ways can college/university administrators and colleagues support and retain faculty of color? This book seeks to answer these questions and address issues of recruitment, retention, and support of faculty members of color. Additionally, the editors hope to provide insight into the higher education experiences of faculty of color to their colleagues and administrators. It is our hope that renewed understanding of these experiences will positively influence levels and quality of support.

The treasure of the Black experience at a Historically Black College/University (HBCU) is that it offers a personal and intimate experience rooted in Black heritage that cannot be found at other institutions. On campus, face-to-face instruction and activities focused on addressing issues that plague the Black community are paramount. This provides students with small classroom environments and the personal support from administrators, faculty, and staff. In March 2020, the Black experience was interrupted when a global pandemic forced governors to declare states of emergencies and mandate stay-at-home orders. The stay-at-home orders forced universities to transition into fully remote environments. Doing so heightened an array of emotions compounded by the reality of previously recognized disparities in resources and funding amongst higher education institutions. As a result of this abrupt transformation, the HBCU experience was impacted by positive and negative implications for Black people at the campus, local, state, and national levels. The Black Experience and Navigating Higher Education Through a Virtual World explores the reality of the Black experience from various perspectives involving higher education institutions with a focus on HBCUs. The book provides an overview and analysis of a virtual experience that goes beyond the day-to-day technological implications and exposes innovative ideas and ways of navigating students and faculty through a remote world. It focuses on heightening the awareness of disparities through the Black experience in a virtual environment, provides guidance on transitioning to fully remote environments, examines leadership dynamics in virtual environments, analyzes mental health balance, and examines implications on the digital divide. Covering topics such as online course delivery, self-health, and social justice, this book is essential for graduate students, academicians, diversity officers in the academy, professors, and researchers.

Racial Battle Fatigue in Faculty examines the challenges faced by diverse faculty members in colleges and universities. Highlighting the experiences of faculty of color—including African American, Asian American, Hispanic American, and Indigenous populations—in higher education across a range of institutional types, chapter authors employ an autoethnographic approach to the telling of their stories. Chapters illustrate on-the-ground experiences, elucidating the struggles and triumphs of faculty of color as they navigate the historically White setting of higher education, and provide actionable strategies to help faculty and administrators combat these issues. This book gives voice to faculty struggles and arms graduate students, faculty, and administrators committed to diversity in higher education with the specific tools needed to reduce Racial Battle Fatigue (RBF) and make lasting and impactful change.

Comprehensive, in-depth study of the inequalities based on ethnic and racial differences in the professional environment of high education.

Gender and diversity are crucial areas that require more attention in multiple academic settings. As more women progress into leadership positions in academia, it becomes necessary to develop solutions geared specifically toward success for females in such environments. Navigating Micro-Aggressions Toward Women in Higher Education provides innovative insights into the institutionalized racism against women of color in higher education institutions. The content within this publication offers information on the historical vestiges of racist and sexist ideologies and why women of color are underrepresented in various levels of higher education leadership. It is a vital reference source for educational administrators, professors, higher education professionals, academicians, and researchers seeking information on gender studies and women’s roles in higher education.

Research demonstrates that faculty of color in historically white institutions experience higher levels of discrimination, cultural taxation, and emotional labor than their white colleagues. Despite efforts to recruit minority faculty, all of these factors undermine their scholarship, pedagogy, social experiences, promotion and retention. This edited volume builds upon the existing research on faculty of color, however, it also departs from the existing literature and unravels the socio-emotional experiences of being in front of the classroom, in labs, and in the Ivory Tower for faculty who are in multiple racialized social locations. In an effort to circulate the experiences of faculty of color more widely to academic and non-academic audiences, this edited volume replaces conventional scholarly technical papers with unconventionally accessible letters. Stories from the Front of the Room focuses on the boundaries which faculty of color encounter in everyday experiences on campus and presents a more complete picture of life in the academy - one that documents how faculty of color are tested, but also how they can not only overcome, but thrive in their respective educational institutions.

WINNER of 2017 AERA DIVISION J OUTSTANDING PUBLICATION AWARDCHOICE 2017 Outstanding Academic TitleThis is both a personal book that offers an account of the author’s own trans* identity and a deeply engaged study of trans* collegians that reveals the complexities of trans* identities, and how these students navigate the trans* oppression present throughout society and their institutions, create community and resilience, and establish meaning and control in a world that assumes binary genders. This book is addressed as much to trans* students themselves – offering them a frame to understand the genders that mark them as different and to address the feelings brought on by the weight of that difference – as it is to faculty, student affairs professionals, and college administrators, opening up the implications for the classroom and the wider campus.This book not only remedies the paucity of literature on trans* college students, but does so from a perspective of resiliency and agency. Rather than situating trans* students as problems requiring accommodation, this book problematizes the college environment and frames trans* students as resilient individuals capable of participating in supportive communities and kinship networks, and of developing strategies to promote their own success. Z Nicolazzo provides the reader with a nuanced and illuminating review of the literature on gender and sexuality that sheds light on the multiplicity of potential expressions and outward representations of trans* identity as a prelude to the ethnography ze conducted with nine trans* collegians that richly documents their interactions with, and responses to, environments ranging from the unwittingly offensive to explicitly antagonistic.The book concludes by giving space to the study’s participants to themselves share what they want college faculty, staff, and students to know about their lived experiences. Two appendices respectively provide a glossary of vocabulary and terms to address commonly asked questions, and a description of the study design, offered as guide for others considering working alongside marginalized population in a manner that foregrounds ethics, care, and reciprocity.