In the Trenches: Just Trying to Make It as Black Men in Early Career Faculty Roles

Autor/in	Ford, Jesse R.
Titel	In the Trenches: Just Trying to Make It as Black Men in Early Career Faculty Roles
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 36 (2023) 3, S.341-355 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ford, Jesse R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2022.2127014
Schlagwörter	Males; College Faculty; Novices; Racism; Teaching Experience; Socialization; Work Environment; Minority Group Teachers; Aggression; Predominantly White Institutions; African Americans; African American Teachers; Teacher Attitudes + Suchen Sie Ihr Suchwort? Male; Männliches Geschlecht; Fakultät; Rassismus; Socialisation; Sozialisation; Arbeitsmilieu; Afroamerikaner; African Americans; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Lehrerverhalten
Abstract	At all levels of education, deficit models and negative narratives about Black men prevail. For many Black men, negative messages, associated feelings of isolation, and inherent racism perpetrated by faculty, students, and administrators contributed to their long-term experience of racial microaggressions throughout their educational journeys, including faculty careers. This study explores how Black men in early career faculty roles have navigated the academia in this study. Interviews seven early career faculty reaffirm the well-documented difficulties associated with racism, marginalization, and solitude in the academy. Their counternarratives demonstrate the systemic racism in Black men's socialization experiences as early career faculty. Recommendations are made to improve the inclusiveness, responsiveness, and transformative nature of academic environments for Black men serving as early career faculty. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01