Black Women Navigating Historically White Higher Education Institutions and the Journey Toward Liberation

Black Women Navigating Historically White Higher Education Institutions and the Journey Toward Liberation

Indexed In: SCOPUS
Release Date: May, 2022|Copyright: © 2022 |Pages: 280
DOI: 10.4018/978-1-6684-4626-3
ISBN13: 9781668446263|ISBN10: 166844626X|ISBN13 Softcover: 9781668446300|EISBN13: 9781668446270
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Description & Coverage
Description:

Black women in higher education continue to experience colder institutional climates that devalue their presence. They are relied on to mentor students and expected to commit to service activities that are not rewarded in the tenure process and often lack access to knowledgeable mentors to offer career support. There is a need to move beyond the individual resistance strategies employed by Black women to institutional and policy changes in higher education institutions. Specifically, higher education policymakers and administrators should understand and acknowledge how the race and gender makeup of campuses and departments impact the successes and failures of Black women as they work to recruit and retain Black women graduate students, faculty, and administrators.

Black Women Navigating Historically White Higher Education Institutions and the Journey Toward Liberation provides a collection of ethnographies, case studies, narratives, counter-stories, and quantitative descriptions of Black women's intersectional experience learning, teaching, serving, and leading in higher education. This publication also provides an opportunity for Black women to identify the systems that impede their professional growth and development in higher education institutions and articulate how they navigate racist and sexist forces to find their versions of success. Covering a range of topics such as leadership, mental health, and identity, this reference work is ideal for higher education professionals, policymakers, administrators, researchers, scholars, practitioners, academicians, instructors, and students.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

  • Academic Dissonance
  • Administration
  • Equity
  • Higher Education
  • Identity
  • Leadership
  • Mental Health
  • Peer Policing
  • Social Justice
  • Support Services
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Editor/Author Biographies

Stephanie R. Logan is an associate professor of elementary and multicultural education at Springfield College and serves as the education department chair. She is a former elementary teacher and a former elementary and middle school counselor. Her research interests include methods for preparing culturally competent teachers, social justice teaching, creating inclusive classroom and campus environments, and social studies teaching in elementary classrooms.

Tyra L. Good is the founding executive director of the Center for Equity in Urban Education and an associate professor of education at Elms College. Good has received a myriad of award recognitions for her dedication to diversifying the teaching workforce, preparing aspiring and practicing educators to work in urban settings, as well as for her commitment to strengthening school, family, and community partnerships for culturally and linguistically diverse students and their families. Good is the founder of GOOD Knowledge Connections and serves as the Strategic Design Specialist for HipHopEd. Good received her bachelor’s in business management from Howard University, a master of arts in teaching from Chatham University, and a doctorate in educational leadership and evaluation from Duquesne University.

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