Centering Black women faculty: Magnifying powerful voices

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.

Keywords

Black women faculty, intersectionality, faculty development, critical quantitative methods

How to Cite

Priddie, C. & Palmer, D. & Silberstein, S. & BrckaLorenz, A., (2022) “Centering Black women faculty: Magnifying powerful voices”, To Improve the Academy: A Journal of Educational Development 41(2): 5. doi: https://doi.org/10.3998/tia.246

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Christen Priddie orcid logo (Indiana University Bloomington)
Dajanae Palmer orcid logo (University of Missouri)
Samantha Silberstein orcid logo (University of North Carolina, Wilmington)
Allison BrckaLorenz orcid logo (Indiana University Bloomington)

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Creative Commons Attribution-NonCommercial-NoDerivs 4.0

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This article has been peer reviewed.

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