Taylor and Francis

Taylor and Francis

English

"Finally, a book that captures the pains, frustrations, and challenges of Black faculty in the academy. Using counter-narrative stories, the authors shed light on the marginality and intersectionality which present constant obstacles for Black faculty. This book is essential reading for young Black scholars entering the academy as well as university administrators who are concerned about recruiting, supporting, and promoting Black faculty." —Tyrone C. Howard, Professor of Education and Director of the Black Male Institute, University of California, Los Angeles "Unique. Powerful. Empowering. Substantive. Real. Raw. The authors share research, but just as important, they share their lives and stories. The authors tackle the thorny issue of racial prejudice in a myriad of forms -- racism, stereotypes, microaggressions, deficit thinking, colorblindness, and more. And they tackle these issues with heart and soul. This book is powerful and empowering. Listen to their stories and learn. The book is a welcomed and needed contribution to scholarship that informs and offers solutions for change." —Donna Y. Ford, Professor of Education and Human Development, Vanderbilt University "Remarkably intuitive ... an invaluable resource for African-American faculty and staff. The tangible suggestions provide a roadmap for negotiating the inauspicious circumstances that often confront the newly hired minority educator." —Bowling Green Daily News "The editors and selected contributors provide cogent insights on navigating academic environments as faculty of color. ... Black Faculty in the Academy is not a prescriptive behavioral guide of dos and don'ts; rather, the diverse analyses of lived experiences with recommendations provide avenues for readers to construct reflective assessment of present individualized situations. ... For new faculty of color as the likely primary readers, this volume offers powerful insights of CRT to raise awareness and encourage development of contextual navigation strategies." —Reflective Teaching