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What role does race play in the lives of fourteen African American (7 women, 7 men) faculty on a predominantly White campus? This case study focuses on their narratives which revealed that racial microaggressions were a common and negative facet of their lives on campus. Specifically, their narratives suggest interactions of microinvalidations with White colleagues and microinsults with White students. This faculty responded to racial microaggressions by creating campus change and safe space for students of color. Given the potential negative outcomes of racial microaggression, these findings suggest that work is needed to improve the campus climate for African American faculty.

CHOICE 2015 Outstanding Academic TitleWhat do women academics classify as challenging, inequitable, or \"hostile\" work environments and experiences? How do these vary by women's race/ethnicity, rank, sexual orientation, or other social locations?How do academic cultures and organizational structures work independently and in tandem to foster or challenge such work climates?What actions can institutions and individuals-independently and collectively-take toward equity in the academy?Despite tremendous progress toward gender equality and equity in institutions of higher education, deep patterns of discrimination against women in the academy persist. From the \"chilly climate\" to the \"old boys' club,\" women academics must navigate structures and cultures that continue to marginalize, penalize, and undermine their success.This book is a \"tool kit\" for advancing greater gender equality and equity in higher education. It presents the latest research on issues of concern to them, and to anyone interested in a more equitable academy. It documents the challenging, sometimes hostile experiences of women academics through feminist analysis of qualitative and quantitative data, including narratives from women of different races and ethnicities across disciplines, ranks, and university types. The contributors' research draws upon the experiences of women academics including those with under-examined identities such as lesbian, feminist, married or unmarried, and contingent faculty. And, it offers new perspectives on persistent issues such as family policies, pay and promotion inequalities, and disproportionate service burdens. The editors provide case studies of women who have encountered antagonistic workplaces, and offer action steps, best practices, and more than 100 online resources for individuals navigating similar situations. Beyond women in academe, this book is for their allies and for administrators interested in changing the climates, cultures, and policies that allo

The need to increase the number of African American women who obtain STEM degrees has been well documented in the literature by researchers, scientists, and policymakers. Increasing the participation of this group of women and other underrepresented groups in STEM is both an issue of social justice and economic advancement on a national scale. Despite decades of efforts to address this need through research and funding, the participation of African American women in STEM is still low. In part, this may be due to the limited number of studies that include the voices of African American women. Drawing upon the theories of cultural border crossing and resiliency, this paper highlights the stories of eight successful African American women who earned a terminal degree in a STEM field. The purpose of the study was to identify and describe the key factors that these women said aided in their persistence and resilience during two key periods: before postsecondary education and during postsecondary education. We use a case study approach to interpret their stories about the obstacles they faced and the strategies they employed to overcome them. Our findings suggest that experiences outside of school are more important than experiences inside school. The paper concludes with a discussion of the finding’s implications and recommendations for African American women’s recruitment and retention in STEM.

This study uses case study analysis to explore the ways that Spelman College, a historically Black women's college, promotes the attainment of African American women in STEM fields. Although limited to one institution, the findings shed light on the ways that institutional characteristics, policies, and practices may mitigate the barriers that limit attainment of African American women in STEM fields. Drawing on the findings, the paper concludes with recommendations for improving policy and practice as well as recommendations for additional fruitful research.

Despite ubiquitous calls in existing literature, there are limited research studies on preparing culturally responsive African American female teachers for urban schools serving predominantly African American students. This article reports findings from a case study of two African American female preservice mathematics teachers who were part of a mathematics methods course and practicum field placements within a yearlong initial teacher certification Master of Arts of Teaching program at an urban university in the Southeast region of the United States. Data reveal that after conceptualizing culturally responsive mathematics teaching practices, the participants identified and challenged the devaluing of African American culture as a perennial characteristic of the United States education system. Implications and recommendations for research and practice are explored.

The largely invisible and often crushing struggles of young African-American men come vividly – and heroically – to life in All the Difference, which traces the paths of two teens from the South Side of Chicago who dream of graduating from college. Statistics predict that Robert and Krishaun will drop out of high school, but they have other plans. Oscar® nominated producer/director Tod Lending's intimate film, executive produced by author Wes Moore, follows the young men though five years of hard work, sacrifice, setbacks and uncertainty. As they discover, support from family, teachers and mentors makes all the difference in defying the odds.

Here is this week’s news of grants or gifts to historically Black colleges and universities or for programs of particular interest to African Americans in higher education.

Through the case-study experiences of 24 White and Black, Asian and Minority Ethnic (BAME) working-class students from three very different universities, we aim to illuminate the often hidden struggle for recognition and respect for classed, 'raced' and gendered ways of being in the university. We discuss how the students perceive their identities in relation to their universities and their peers, and whether they feel the need to adapt and change their classed/'racialised' identities in order to survive and progress or whether they resist any pressures and expectations to do so. We explore the tension between 'assimilation and belonging' and 'betrayal and exclusion' for White and BAME working-class students and consider the intersectional implications. We draw on the concept of hybridity to show the fluidity and fusions of transitioning and developing identities. The article also seeks to contribute further to the illumination of habitus as generative, through a process of hybridity.

The purpose of this study was to shed light on the mathematics learning experiences of students who were enrolled in non-credit-bearing remedial mathematics courses at a 4-year university. Non-credit-bearing remedial mathematics courses have a long curricular history in both 2-year and 4-year higher education institutions, but students' mathematics learning experiences in these courses have been largely unexplored. Furthermore, other recent studies have evinced the otherwise anecdotal supposition that African American learners, particularly, are disproportionately placed in these courses. In this study, students' narratives are the primary unit of analysis, and the data are derived from semistructured interviews with then-enrolled students and observations in a non-credit-bearing remedial mathematics course at a public, 4-year university. The study's findings center on two psychosocial phenomena amid these students' mathematics learning experiences: identity satisficing and racialized identity threat. The article closes with implications for future research regarding both non-credit-bearing remedial mathematics courses and mathematics-learning identities and experiences.

For this multisite qualitative case study, framed in Bourdieu's social reproduction theory, we examined mentoring experiences among Students of Color majoring in science, technology, engineering and mathematics (STEM) disciplines at both a predominantly White institution and a historically Black institution. Findings revealed that faculty served as gatekeepers for accessing STEM-related careers for Students of Color. Students of Color at the historically Black college experienced positive mentoring and professional development, whereas those at the predominantly White institution found the faculty unwilling to mentor them professionally and perceived the faculty as \"weeding them out\" of the STEM field.