Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
  1. Home
  2. Search

Refine search

Refine search

Access:
Content type:
Publication date:
Apply   From and To filters
Subject: Show more
Journals Show more
Publishers: Show more
Societies Show more
Series: Show more
Collections: Show more

Actions for selected content:

Select all | Deselect all
  • View selected items
  • Export citations
  • Download PDF (zip)
  • Save to Kindle
  • Save to Dropbox
  • Save to Google Drive

Save Search

You can save your searches here and later view and run them again in "My saved searches".

Please provide a title, maximum of 40 characters.
Cancel
×

1 results

  • Chapter 5 - Surviving Higher Learning: Microinvalidations of Black Junior Faculty in Higher Education

  • from Part I - Experiences – The Journey from Student to Faculty
  • Edited by Antija M. Allen, Justin T. Stewart
  • Book:
    We're Not OK
    Published online:
    21 April 2022
    Print publication:
    05 May 2022, pp 75-93

  • Summary

    The purpose of this study is to explore the reflections, experiences, and perspectives of Black junior faculty as they find their voice and identity within the academy. This study integrates concepts of resiliency (Prince-Embury, 2011), Afrocentric thought (Johnson, 2001), and faculty socialization and fit (Bilyalov, 2018; Richards & Templin, 2018; Thandi-Sule, 2014) to formulate a faculty enculturation framework. Employing a qualitative approach informed by narrative and ethnographic principles, we seek to know how Black junior faculty navigate predominantly White institutions of higher education (PWIs). As a fictional re-storying, we utilize thematic analysis to integrate the shared experiences of Black junior faculty. This study finds four essential themes that capture the shared experiences of Black Junior faculty at PWIs: (a) dual battles, (b) microinvalidations, (c) doctoral socialization, and (d) protected spaces. The findings of this study provide implications to university administration to reimagine organizational engagement and faculty socialization.