Book contents
- We’re Not OK
- We’re Not OK
- Copyright page
- Contents
- Contributors
- Acknowledgments
- Introduction Breaking Our Silence
- Part I Experiences – The Journey from Student to Faculty
- Part II Promoting Mental Wellness
- Part III Strategies for Inclusion and Retention
- Chapter 9 Testimonials of Exodus: Self-Emancipation in Higher Education through the Power of Womanism
- Chapter 10 Defying Odds and Certainty: Challenges and Approaches to the Retention, Inclusion and Resilience of African-American Women in Higher Education
- Chapter 11 Black Talent: Practical Retention Strategies
- Chapter 12 Bearing a Black Woman’s Burden: Autoethnography for Provoking Perspective-Taking and Action in Predominantly White Academic Spaces
- Chapter 13 Programs with Promise
- Conclusion The Road that Lies Ahead
- Index
- References
Chapter 11 - Black Talent: Practical Retention Strategies
from Part III - Strategies for Inclusion and Retention
Published online by Cambridge University Press: 21 April 2022
Book contents
- We’re Not OK
- We’re Not OK
- Copyright page
- Contents
- Contributors
- Acknowledgments
- Introduction Breaking Our Silence
- Part I Experiences – The Journey from Student to Faculty
- Part II Promoting Mental Wellness
- Part III Strategies for Inclusion and Retention
- Chapter 9 Testimonials of Exodus: Self-Emancipation in Higher Education through the Power of Womanism
- Chapter 10 Defying Odds and Certainty: Challenges and Approaches to the Retention, Inclusion and Resilience of African-American Women in Higher Education
- Chapter 11 Black Talent: Practical Retention Strategies
- Chapter 12 Bearing a Black Woman’s Burden: Autoethnography for Provoking Perspective-Taking and Action in Predominantly White Academic Spaces
- Chapter 13 Programs with Promise
- Conclusion The Road that Lies Ahead
- Index
- References
Summary
Many institutions of higher education have failed in their attempts to retain talented African-American faculty. Efforts that are hyper-focused on increasing the number of Black hires will not capture desired outcomes. Simply checking the diversity box is not enough to support Black faculty in their persistence for careers in higher education. Equity and inclusion should be at the forefront of cultivating solutions to have a significant impact on retention. While equity provides faculty opportunities and access to resources, inclusion demands a sense of belonging and facilitates participation. These are actionable processes that require intentional efforts to support the success of all faculty. Providing these essential components situate current and potential Black faculty so that they are comfortable accessing the resources and opportunities afforded to their White counterparts. This chapter provides practical strategies to enact systemic change in institutional policies and practices to support the retention of Black faculty.
- Type
- Chapter
- Information
- We're Not OKBlack Faculty Experiences and Higher Education Strategies, pp. 183 - 197Publisher: Cambridge University PressPrint publication year: 2022
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