Contribution to Book
African American women in predominantly white institutions : transitions, trials, and survival strategies.Dilemmas of Black Faculty at Predominantly White Institutions in the United States: Issues of the Post-Multicultural Era (2010)
First-generation African American faculty members from working- to middle-class backgrounds constitute a numerical minority at predominantly white institutions (PWIs); however, their presence on these campuses is critical: they serve as mentors and role models; they dispel untruths and characterizations; and they challenge the negative and low expectations of students, staff, colleagues, and administrators. Their experiences can be characterized as being both a positive and exigent opportunity, with various manifestations and myriad consequences. Using personal narratives as the analytical framework, the purpose of this essay is to present personal experiences, situated within extant literature, to provide strategies for surviving at PWIs; rather than a definitive study, this work seeks to heighten awareness of African American women at PWIs. Emerging themes are identified and discussed. This work entails not so much a shift, as a widening of the gender/racial equity debates to incorporate and understand the impact and uniqueness of African American women at PWIs.
- African American,
- survival strategies,
- women faculty
EditorSharon E. Moore, Rudolph Alexander, Jr. and Anthony J. Lemelle, Jr.
PublisherEdwin Mellen Press
Citation InformationSherri L. Wallace, Veronica D. Hinton-Hudson, Sharon E. Moore, Brenda G. Hart, et al.. "African American women in predominantly white institutions : transitions, trials, and survival strategies." Lewiston, MADilemmas of Black Faculty at Predominantly White Institutions in the United States: Issues of the Post-Multicultural Era (2010) p. 71 - 94
Available at: http://works.bepress.com/sherri-wallace/16/