People of Color in Predominantly White Institutions


Date of this Version

November 2004


This panel asks how can junior faculty of color at a predominantly white research I institution stay versed and acquire new insights about theoretical principles? Tenure-track faculty are aware of expectations to produce scholarship, teach, and provide service worthy of tenure. But when, where, and more significant, with whom can the ongoing relationship with theory occur? What are the benefits of a community that has been developed to facilitate the dialogue on theory? Of paramount concern, how can the dialogues count towards tenure?