"I Would Have Become Wallpaper Had Racism Had Its Way": Black Female Professors, Racial Battle Fatigue, and Strategies for Surviving Higher Education

Autor/in	Rollock, Nicola
Titel	"I Would Have Become Wallpaper Had Racism Had Its Way": Black Female Professors, Racial Battle Fatigue, and Strategies for Surviving Higher Education
Quelle	In: Peabody Journal of Education, 96 (2021) 2, S.206-217 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2021.1905361
Schlagwörter	Racial Discrimination; Racial Bias; African American Teachers; Women Faculty; College Faculty; Fatigue (Biology); Coping; Foreign Countries; Work Experience; Gender Bias; Gender Discrimination; Psychological Patterns; Teacher Attitudes; Career Development; Power Structure; United Kingdom + Suchen Sie Ihr Suchwort? Racial bias; Rassismus; Racial discrimination; African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Frauenakademie; Weibliche Gelehrte; Fakultät; Fatigue; Ermüdung; Bewältigung; Ausland; Employment experience; Job experience; Occupational experience; Berufserfahrung; Geschlechterstereotyp; Lehrerverhalten; Berufsentwicklung; Großbritannien
Abstract	In 2019, AdvanceHE reported that there were just 25 UK Black female full professors in British universities. Black women are less likely to occupy a role at this level than their male and White counterparts. Despite this, Black women remain relatively absent in institutional initiatives to advance gender equality, and there is little commitment amongst UK universities to explicitly address structural inequalities of race as they affect the experiences of academic staff. Black female academics remain under-represented and invisible in UK higher education. This article draws on the first known qualitative study into the career experiences and strategies of twenty of these Black female professors. Specifically, it engages Critical Race Theory and Bourdieu as principal theoretical frameworks to explore how their academic journeys, shaped as they are by an existence at the intersection of race and gender, result in racial battle fatigue, feelings of isolation, and disillusion with the academy. The article demonstrates how, despite these challenges, these women have been agentic in their efforts to navigate higher education. They have developed and continue to deploy sophisticated strategies of analysis, hyper-surveillance, self-care, and resilience in order to carve out a successful career in the academy and remain within it. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01