Abstract
Existing research about the career advancement of Black women faculty in higher education focuses on the challenges Black women faculty face at Predominantly White Institutions (PWIs). Conversely, this chapter focuses on Historically Black Colleges and Universities (HBCUs), taking a non-deficit perspective. The author investigates the mentoring supports Black women faculty use that aid them in their career advancement, leveraging an electronic survey to gauge how mentoring relates to career advancement for Black women faculty. This chapter focuses on the HBCUs where Black women have the highest percentages of tenure. Survey responses are analyzed by rank and discipline, and prior literature is reviewed and discussed in comparison with the survey results.
TopIntroduction
During the 10-year time span from 1999 through 2009 the amount of Black women faculty only increased .3%, which staggered behind their White women counterparts, whose number increased 9.3% (Lloyd-Jones, 2014). In fact, White women represent 35% of full-time faculty while Black women only account for 3% (NCES, 2017a). When looking at the 10.3% of Black women who earn doctoral degrees, it raises questions as to why such low numbers are pursuing an academic career.
Unpleasant experiences as academic faculty members may cause many Black women to depart for careers in sectors other than higher education (Blackwell, Snyder, & Mavriplis, 2009; Constantine, Smith, Redington, & Owens, 2008; Gregory, 2001; Lee & Leonard, 2001; Tack & Patitu, 1992). Extant research reveals Black women faculty grapple with racial microaggressions, discrimination, disproportionate demands, tokenism, and isolation (Henry & Glenn, 2009; Hernandez, Ngunjiri, & Chang, 2015; Lloyd-Jones, 2014; Myers, 2002; Thandi Sule, 2011; Williams, 2001; Wright & Dinkha, 2009). There are rare occasions to undertake leadership roles, inadequate chances to contribute in institutional and departmental decision making, diminutive direction about the academic workplace, scholarly contributions perceived as inconsequential and discounted, disproportionate and perfunctory committee obligations, absence of collegiality, scarce guidance about tenure and promotion procedures, and a lack of mentoring (Ross & Edwards, 2016).
Institutions of higher education, and Predominantly White Institutions (PWIs) in particular, have been unsuccessful in the career advancement of Black women faculty (Danley, Land, & Lomotey, 2009; Henry & Glenn, 2009; Lloyd-Jones, 2014; Patitu & Hinton, 2003). Black women faculty are overrepresented in temporary, part-time faculty roles. The scarcity of career advancement opportunities at PWIs for Black women faculty is so dire that it jeopardizes the subsistence of the Black professoriate (Danley et al., 2009). NCES (2017b) indicated 2.4% of all tenured faculty are Black women (compared to 31.6% White women) at non-HBCUs, the vast majority of which are PWIs. In contrast, out of all tenured faculty at Historically Black Colleges and Universities (HBCUs), 23.2% are Black women (compared to 10.1% White women).
Key Terms in this Chapter
Career Advancement: Upward progression of faculty career marked through promotion or achieved tenure.
Mentee: The less experienced person who is seeking advisement in a mentoring relationship.
External Mentoring: A relationship occurring outside of the institution provided by another entity where a more experienced person shares their knowledge with a less experienced person.
Networks: A group or system of social or professional connections of people and organizations meant to share information, opportunities, advice, and to develop one’s career.
Mentor: The more experienced person who is giving advisement in a mentoring relationship.
Internal Mentoring: A relationship occurring within the institution or organized by the institution where a more experienced person shares their knowledge with a less experienced person.
Role-Modeling: The process by which a less experienced person will look to a more experienced person as an example to follow.