The experiences of Black faculty in Higher Education are often characterized by increased service expectations, lack of sufficient mentorship, lower evaluations from students and encounters of systemic racism in promotion processes. These experiences of discrimination and racial trauma may lead to mental health-related concerns such as depression and anxiety. Yet, in the face of these systemic challenges, Black faculty have found nuanced ways to engage in strategies for coping that promote mental wellness. While such resilience has consistently been a part of the Black Faculty experience, strategies for coping are imperative amidst systemic inequalities, racial microaggressions and institutional practices rendering Black faculty being a numerical minority. Through an exploration of Black faculty experiences, and existing literature, this chapter explores how Black faculty experiences cause mental strain. Various coping strategies utilized by Black faculty to promote mental wellness are explored.

Chapter 6 explores the institutional context in which the work of territorialisation is performed, its rationale, and its relational logic of cutting and joining. It first introduces the context in which conditions of release are imposed and how legal actors practically choose and design these conditions, relying on internalized institutional norms and practices as well as information on the interactions between the accused and the spaces where the offence is (allegedly, at first) committed. The chapter then presents the competing State interests pursued by different legal actors during the criminal process, focusing particularly on the shifting rationalities of bail from ensuring the accused’s presence in court and preventing crime, to therapeutic and law enforcement.This chapter illustrates how legal actors mobilize both space and time to achieve their different goals.