Professional and Organizational Development Network in Higher Education
ORCID IDs
Priddie 0000-0001-9009-8328
Palmer 0000-0001-6370-5823
Silberstein 0000-0002-1759-2511
BrckaLorenz 0000-0002-1482-6554
Date of this Version
Fall 2022
Document Type
Article
Citation
To Improve the Academy: A Journal of Educational Development (2022) 41(2)
doi: 10.3998/tia.246
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.
Included in
African American Studies Commons, Curriculum and Instruction Commons, Higher Education Commons, Higher Education Administration Commons, Higher Education and Teaching Commons, Inequality and Stratification Commons, Other Education Commons, Race and Ethnicity Commons
Comments
License: CC BY-NC-ND