'Teaching while Black': Narratives of African American Student Affairs Faculty
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| Title: | 'Teaching while Black': Narratives of African American Student Affairs Faculty |
|---|---|
| Language: | English |
| Authors: | Patton, Lori D., Catching, Christopher |
| Source: | International Journal of Qualitative Studies in Education (QSE). Nov 2009 22(6):713-728. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 16 |
| Publication Date: | 2009 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education |
| Descriptors: | African American Teachers, Racial Factors, Graduate Study, College Faculty, Personal Narratives, Racial Bias, Critical Theory, Teaching Experience, Disproportionate Representation, Social Theories, Race, Teaching Conditions, Gender Bias, Student Personnel Services |
| DOI: | 10.1080/09518390903333897 |
| ISSN: | 0951-8398 |
| Abstract: | African American faculty have historically been underrepresented within predominantly white institutions (PWIs) and deal with academic isolation, marginalization of their scholarship, and racial hostility. Little is known about the experiences of African American faculty who teach in student affairs graduate programs. The purpose of this study was to focus on their experiences through examination and utilization of their personal counter-narratives. This paper highlights the racial profiling that often shapes their experiences. We employ a qualitative critical race analysis that utilizes counter-storytelling as method to elucidate the experiences of the 13 African American faculty participants in our study. |
| Abstractor: | As Provided |
| Number of References: | 56 |
| Entry Date: | 2010 |
| Accession Number: | EJ870934 |
| Database: | ERIC |
| Abstract: | African American faculty have historically been underrepresented within predominantly white institutions (PWIs) and deal with academic isolation, marginalization of their scholarship, and racial hostility. Little is known about the experiences of African American faculty who teach in student affairs graduate programs. The purpose of this study was to focus on their experiences through examination and utilization of their personal counter-narratives. This paper highlights the racial profiling that often shapes their experiences. We employ a qualitative critical race analysis that utilizes counter-storytelling as method to elucidate the experiences of the 13 African American faculty participants in our study. |
|---|---|
| ISSN: | 0951-8398 |
| DOI: | 10.1080/09518390903333897 |
