Series Editor Introduction
Foreword by William A. Smith
Preface
Chapter 1:The Battle of Racial Battle Fatigue
Nicholas D. Hartlep and Daisy Ball
Part I: The Racialized Experiences of African Americans in U.S. Higher Education
Chapter 2: Double Consciousness and Racial Battle Fatigue at a Community College: A Peculiar Sensation
Robin R. Ford
Chapter 3: Teaching While Black: My Experience as a Faculty Member at a Predominantly White Institution
Robert T. Palmer
Chapter 4: I Feel No Ways Tired: The Exhaustion from Battling the Pathology of Whiteness
Cleveland Hayes
Part II: The Racialized Experiences of Asian Americans in U.S. Higher Education
Chapter 5: Navigating Weird Comments, Stereotypes and Microaggressions as Southeast Asian American Faculty at a Predominantly White Community College
Andrew Cho and Sopang "Pang" Men
Chapter 6: When You Name a Problem, You Become the Problem: (En)Countering Whiteness at a Small, Liberal Arts College as a South Asian American Tenured Professor
Anita Chikkatur
Chapter 7: Ignored, Pacified, and Deflected: Racial Battle Fatigue for an Asian American non-Tenure Track Professor
Takumi C. Sato
Part III: The Racialized Experiences of Latinx in U.S. Higher Education
Chapter 8: Intersectional Competence Within a Diverse Latinx Community: Conceptualizing Differences at a Hispanic Serving Institution
Mildred Boveda
Chapter 9: "Counterspaces" and Mentorship as Resources for Immigrant Faculty of Color Facing Racial Battle Fatigue
Nadia I. Martínez-Carrillo
Chapter 10: At the Intersection of Gender and Race: Stories from the Academic Career of a Recovering Sociologist
Pamela Anne Quiroz
Part IV: The Politicized Experiences of Native Americans in U.S. Higher Education
Chapter 11: Tribal College American Indian Faculty Perspectives On Sub-Oppression, Racial Microaggression
Shandin H. Pete and Salisha A. Old Bull
Chapter 12: Research and Resistance: Reasons for Indigenous Research Methodologies
Dawn Quigley
Chapter 13: Recommendations to Support Indigenous faculty
Jameson D. Lopez
Part V: The Racialized Experiences of People of Color in Diversity-Related Faculty Fellow Positions and Non-Tenure-Track Positions in U.S. Higher Education
Chapter 14: The Convenient, Invisible, Token-Diversity Hire: A Black Woman’s Experience in Academia
Paula R. Buchanan
Chapter 15: Experiencing Ellison’s "Battle Royal" in Higher Education
Martel A. Pipkins
Chapter 16: Ivory Tower Respectability and el Estado de Estar Harta
Sayil Camacho
Afterword: Paying Professional Taxes: Academic Labor Cost for Faculty of Color and Indigenous Faculty
Noelle W. Arnold
Nicholas D. Hartlep is the Robert Charles Billings Endowed Chair in Education and is the Chair of the Education Studies Department at Berea College, Kentucky, USA.
Daisy Ball is Assistant Professor and Coordinator of the Criminal Justice Program in the Department of Public Affairs at Roanoke College, Virginia, USA.
"Hartlep and Ball have worked together to assemble a powerful
anthology that reminds social justice laborers that scholars of
color and American Indian scholars continue to fight intellectual
and physical battles that tire us, but do not knock us down!
Chapters sing a chorus of testimonios that not only name struggles
but name the tools they use to combat them, learn from them, and
transform them as fuel to keep up the good fight for those who came
before us, for those we work for and with, in the present, and for
those we can only hope will have a smoother journey ahead."
—René Antrop-González, Dean and Professor, School of Urban
Education, Metropolitan State University, USA"Piercingly accurate,
painfully validating, and purposefully written. This book is a
sobering reminder of the importance of collectively engaging in
racial politics in higher education. This collection of
autoethnographic accounts of Faculty of Color demonstrates that
there is great power and healing potential in naming and
collectively challenging the labyrinth of racism in higher
education. The counterstories shared and concrete recommendations
offered–for both institutional policy and practice, as well as
individual tactics of resilience and resistance–expose White
Supremacy and the relentlessness of intersectional oppression while
also empowering faculty and administrators with specific strategies
for fostering racial equity in higher education."
—Aeriel A. Ashlee, Assistant Professor of College Counseling and
Student Development, St. Cloud State University, USA"While access
to positions in higher education for faculty of color have
increased over the decades, among these progressive advancements,
however, conditions related to campus climate often remain
difficult at best, particularly in white majority-dominated
institutions. Hartlep and Ball have assembled a veritable gift box
filled with an impressive diverse group of educator-scholars who
discuss, from their particular and personal positions as racially
minoritized faculty, conditions, stresses, and campus climates
working within these institutions."
—Warren J. Blumenfeld, Lecturer, College of Education, University
of Massachusetts Amherst, USA"Racial Battle Fatigue in Faculty
brings together an impressive cadre of faculty of color who
poignantly discuss how Whiteness manifests itself across
institutional type. Each chapter captivates the reader and provides
rich context and unfortunately painful narratives about how
scholars of color survive and thrive despite encountering racial
macro-and micro-aggressions. This text should be read by scholars
of color considering pursuing academia as it provides nuance about
the challenges and opportunities for scholars of color navigating
hostile institutions. Moreover, this text should be read by White
faculty and administrators to understand how institutional racism
and norms push scholars of color to the margins and how they can
dismantle these systems to make institutions of higher education
safe for faculty of color."
––Ramon B. Goings, Assistant Professor of Educational Leadership,
School of Education, Loyola University Maryland, USA"The permanence
of RBF is clear and present with resounding evidence chapter after
chapter.[...]These autoethnographic accounts offer a raw and
vulnerable view into RBF, an experience that is webbed at multiple
and intersecting layers of experiences for faculty of color and
Indigenous faculty.[...]The actionable strategies noted in each
chapter also offer hope in that there are pragmatic suggestions
that can dismantle—over time—the institutional role that permeates
and sustains RBF."
––Rosa M. Banda & Alonzo M. Flowers III, Teachers College Record"A
variety of institutions are represented, including community
colleges, and the final chapters are devoted to the unique
experiences of diversity fellows and non-tenure-track faculty. Each
chapter reveals painful but all too common experiences,
illuminating challenges and accomplishments of faculty of color in
white-dominated higher education institutions. Perhaps most
important, each chapter ends with actionable strategies, not just
for faculty who experience RBF but also for white faculty and
administrators who wish to combat racism in higher education.
Faculty and administrators across higher education should read this
book. It is also a worthwhile read for graduate students."––R.
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