A Long Way to Go: Conversations about Race by African American Faculty and Graduate Students

ISBN-13: 9780820463667 / Angielski / Miękka / 2004 / 275 str.

Denzin, Norman K.

Opis

A Long Way to Go: Conversations about Race by African American Faculty and Graduate Students highlights the experiences and coping strategies of faculty members and graduate students pursuing Ph.D.s who have successfully navigated the academy despite hostile environments and hurdles that cause many to avoid or leave the academy. African American students and faculty often face problems such as isolation within a white environment, the misinterpretation of confidence as aggressiveness, and the need to work twice as hard as white peers in order to be taken seriously in their chosen careers. This book will assist both doctoral students and junior faculty in successfully completing the graduate school experience and transitioning into tenure-track positions, and will be of great interest to all higher education faculty and administrators who must address the complex issues of diversity in recruiting and retaining graduate students and faculty.

Spis treści

Contents: Lee Jones: Foreword - Fred A. Bonner II/Marcheta Evans: Can You Hear Me?: Voices and Experiences of African American Students in Higher Education - H. Richard Milner: African American Graduate Students' Experiences: A Critical Analysis of Recent Research - Joy L. Gaston: Preparing for the Professorate: What African American Students Should Know - Cassandra Sligh DeWalt: In the Midst of a Maze: A Need for Mentoring - Theodorea R. Berry: Why Are These White Women Trying to Run My Life? One Black Woman's Experience Toward Earning a Doctorate - Sherick Hughes: Beyond the Silenced Dialogue: What We Tell Ourselves When the White Academy Ain't Hearin' Us - Paul F. Bitting: So Grows the Tree: Some Assumptions Underlying the College Professorate and Their Repercussions on Higher Education - Robin Hughes: The Dwindling Pool of Qualified Professors of Color: Suburban Legends - Lisa D. Hobson-Horton: Avoiding the Clock Stoppers: How to Prepare for, Endure, and Survive the First Year of the Professorate - Kimberly Lenease King/Ivan E. Watts: Assertiveness or the Drive to Succeed?: Surviving at a Predominantly White University - Gloria Kersey-Matusiak: The Power of One Voice: Why Faculty of Color Should Stay in Small, Private, Predominantly White Institutions - Dia Sekayi: From Disbelief, Presumption, and Disrespect to Membership in the Legacy of Competence: Teaching Experiences at the HBCU and the PWI - James E. Osler II: The Crisis: Classroom Culture: Identifying and Analyzing Seven Factors That Disable an Effective Collegiate Teaching Methodology - Cyrus Marcellus Ellis: «I Shall Not Be Moved»: Teaching Race in a Multiethnic Classroom - Denise M. Taliaferro Baszile: «Who Does She Think She Is?» Growing Up Nationalist and Ending Up Teaching Race in White Space - William A. Smith: Black Faculty Coping with Racial Battle Fatigue: The Campus Racial Climate in a Post-Civil Rights Era - Lemuel W. Watson: Voice of Senior African American Faculty: Understanding the Purpose and the Pursuit of Excellence through Teaching, Research, and Service - Amiri Yasin Al-Hadid: Griots and Rites of Passage: From Graduate School to Professor with Tenure - Jerlando F. L. Jackson: An Emerging Engagement, Retention, and Advancement (ERA) Model for African American Administrators at Predominantly White Institutions - Ella Forbes: 20/20 Hindsight - Sibby Anderson-Thompkins/ Marybeth Gasman/Cynthia Gerstl-Pepin/Karry Lane Hathaway/Lisa Rasheed: «Casualties of War»: Suggestions for Helping African American Graduate Students Succeed in the Academy - Mark A. Williams: «I Got Mine, Now You Get Yours»: Derailing the Underground Railroad - Etta R. Hollins: Epilogue.

O autorze

The Editor: Darrell Cleveland is currently Assistant Professor in the School of Education at New Jersey City University in New Jersey. He earned his Ph.D. in education from the University of North Carolina at Chapel Hill, his Ms.Ed in elementary education from St. Joseph's University in Philadelphia, and his B.A. in African American studies from Temple University in Philadelphia. He has been a middle school teacher in Philadelphia and worked with at-risk youth and individuals with mental illness and drug and alcohol addictions. Dr. Cleveland's areas of research interest include beginning teachers, out-of-field teaching, teacher shortage and teacher attrition, the state of black education, diversity and inclusion, and minorities in higher education.