The Academy in Color

By Donnetrice Allison.

Published by The Diversity Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

Faculty of color face numerous challenges teaching at predominantly white institutions (PWI). Research suggests that White students often apply more stringent standards when assessing their credibility than they do assessing the credibility of White professors (Hendrix, 1997). Moreover, faculty of color often experience isolation and marginalization in their respective departments (McKay, 1983). In addition, they are usually asked to “diversify” many college committees, which adds stress to the already stressful tenure process (Smith, 1992). This paper examines these and other challenges that faculty of color face on PWI campuses. Additionally, this paper examines a recent incident at a small liberal arts college that sparked a tense online debate about diversity. The primary questions this paper will address are: (1) What are some of the challenges that faculty of color face teaching at PWIs? (2) What have campus administrators done to address these challenges?

Keywords: Faculty of Color, African American Faculty, Predominantly White Institutions, Campus Diversity

International Journal of Diversity in Organizations, Communities and Nations, Volume 8, Issue 4, pp.101-108. Article: Print (Spiral Bound). Article: Electronic (PDF File; 564.342KB).

Dr. Donnetrice Allison

Assistant Professor, Communication Studies, The Richard Stockton College, Pomona, NJ, USA

Donnetrice C. Allison received her Ph.D. from Howard University, Washington, DC, in Rhetoric and Intercultural Communication. She is currently an Assistant Professor of Communications Studies at the Richard Stockton College of New Jersey, Pomona, NJ. Her research focuses primarily on the communicative experiences of Black professors who teach for predominantly white colleges and universities. Dr. Allison also researches the social impact of Hip-Hop culture, both domestically and internationally. Dr. Allison’s most recent publications include: “Free to Be Me? Black Professors, White Institutions” in The Journal of Black Studies, and “The Academy in Black and White: Strategies in Communication” in the Howard Journal of Communications.


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