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While much attention has been given to inclusion, diversity, and multiculturalism within adult education, The Handbook of Race and Adult Education is the first comprehensive work to engage in a dialogue specifically about race and racism and the effect these factors have on the marginalization or oppression of groups and individuals. This landmark book provides the field of adult and continuing education with a model for the discussion of race and racism from social, educational, political, and psychological perspectives, and seeks to articulate a conceptual challenge to the ethnocentric focus of the discussion in the field. It offers adult education scholars, as well as those engaged in research and teaching about race, an opportunity to engage in a discourse about race and racism, including examinations of how these factors have been seen through multiple theoretical frameworks; how they have affected many lived experiences at work, home, and within educational settings; and how they have served to privilege some and not others. The book offers an exploration into how these factors need to be centered in a discourse and perspective that can provide those in the margins as well as in the center with ways to think about creating changes in their classrooms, communities, and homes. This volume is a timely addition to the intense racial debate occurring in this country today. It is a long overdue medium through which those in higher education, as well as the general adult education field, can engage in a discussion that leads to critical understanding and moves us into meaningful change.

The social experiences of Black graduate alumni, 1962 to 2003, at a major Southern Research University were examined in a comprehensive forced choice and open-ended survey. Characteristics that distinguish this study from others include the large sample of 678 participants and the longitudinal span of four decades.

In this article, Juanita Johnson-Bailey, a Black female professor, and Ronald M. Cervero, a White male professor, examine and contrast their academic lives by exploring how race and gender have influenced their journeys and their experiences. Using journal excerpts, personal examples, and a comparative list of privileges, the authors present a picture of their different realities at a research university. The depiction of their collective forty years in academia reveals that White men and Black women are regarded and treated differently by colleagues and students. Manifestations of this disparate treatment are evident primarily in classroom and faculty interactions. An examination of the professors' relationships with people and with their institution illustrates that, overall, the Black woman is often relegated to a second-class existence characterized by hostility, isolation, and lack of respect, while the White man lives an ideal academic life as a respected scholar who disseminates knowledge, understands complexity, and embodies objectivity. (Contains 1 table and 2 notes.)

The purpose of this study was to describe student ratings of teaching effectiveness for women faculty at a Southern Research Extensive University. Of the 82 women faculty in this study, 61 or 74% were White, 13 or 16% were Black, and 8 or 10% were identified as \"Other\" (including Asians, Latinos, and Native Americans). Both undergraduate and graduate level courses were used to analyze student ratings for 28 items used for the end-of-course evaluation. Of these 28 items, 26 were multidimensional and addressed specific topics or a single aspect about instruction and 2 were global, which addressed the overall value of course and overall teaching ability. The finding showed that non-White female faculty in this study had above average mean scores on the multidimensional and global items. White female faculty had higher mean scores than female faculty identified as \"Other\" and Black female faculty on all items, multidimensional and global. Also, there was a significant difference between the mean scores of White female faculty and Black female faculty on multidimensional and global items.

The purpose of this study was to describe student ratings of teaching effectiveness for women faculty at a Southern Research Extensive University. Of the 82 women faculty in this study, 61 or 74% were White, 13 or 16% were Black, and 8 or 10% were identified as \"Other\" (including Asians, Latinos, and Native Americans). Both undergraduate and graduate level courses were used to analyze student ratings for 28 items used for the end-of-course evaluation. Of these 28 items, 26 were multidimensional and addressed specific topics or a single aspect about instruction and 2 were global, which addressed the overall value of course and overall teaching ability. The finding showed that non-White female faculty in this study had above average mean scores on the multidimensional and global items. White female faculty had higher mean scores than female faculty identified as \"Other\" and Black female faculty on all items, multidimensional and global. Also, there was a significant difference between the mean scores of White female faculty and Black female faculty on multidimensional and global items. [PUBLICATION ABSTRACT]

Since the 1990s, online teaching and learning via the internet has been impacting and reshaping U.S. education (Harasim, 1996), as students and educational institutions embrace the virtual delivery method because of its accessibility and convenience. According to Hayes (2000), the new millennium ushered in a developing trend for learners under the age of 18 to enroll in federally funded adult education programs.

Students and colleagues think that my research on race and gender translates into a hatred of Whites and men, discounting my close friendships with White professors and my long term marriage. 3. It is probably the scarcity of Black women professors that influenced a White student to tell me, \"I won't take a 'B' from a Black professor.\"