Fostering a Sense of Community among Black Faculty through a Faculty Learning Community

Autor/inn/en	Jones, S. Renée; Cobb, Christina; Asaka, Jeremiah O.; Story, Chandra R.; Stevens, Michelle C.; Chappell, Michaele F.
Titel	Fostering a Sense of Community among Black Faculty through a Faculty Learning Community
Quelle	In: Adult Learning, 32 (2021) 4, S.165-174 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jones, S. Renée) ORCID (Asaka, Jeremiah O.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-1595
DOI	10.1177/1045159520977909
Schlagwörter	College Faculty; African American Teachers; Sense of Community; Communities of Practice; Institutional Characteristics; Whites; Coping; Faculty Development; Teacher Improvement; Collegiality; Racial Bias; Professional Identity; Self Esteem; Reflective Teaching + Suchen Sie Ihr Suchwort? Fakultät; African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Community; White; Weißer; Bewältigung; Kollegialität; Racial discrimination; Rassismus; Self-esteem; Selbstaufmerksamkeit
Abstract	The atmosphere at many colleges and universities in the United States presents unique challenges for Black faculty including racism. It is well established that Black faculty, especially those at predominantly White institutions (PWIs), work in potentially hostile, unfriendly, and negative environments. Other concerns for Black faculty at PWIs include lack of mentors and tenure politics. Examples of tenure politics include a lack of guidance regarding the tenure and promotion process, a sense of isolation and lack of collegiality, and the inability to speak out on unfair treatment for fear of retribution during the tenure and promotion process. Black faculty often choose self-isolation, conformity, and silence as coping strategies. However, these strategies rarely address the associated psychological and social stress. Faculty learning communities (FLCs) have been touted as a better alternative. FLCs bind faculty together thereby providing a much-needed support for Black faculty struggling to survive in a predominantly White environment. This article is premised on the experiences of six Black FLC participants at one PWI. We recommend that PWIs should actively support the attempt(s) by Black faculty to create safe spaces such as an FLC, which can foster a sense of belonging and build their confidence. An additional recommendation is that PWIs should employ the services of a chief diversity officer to help create and maintain programs that enhance Black faculty experiences and make them more successful. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01