Description
Book SynopsisThis book focuses on the lived experiences of underserved student and faculty populations at historically Black colleges and universities (HBCUs) and the implications these experiences have for higher education policy. Contributors discuss the contexts and experiences of students and faculty who navigate the political and social spaces of HBCUs while supporting healthy personal and robust professional goals.
The stigmas and social nuances that plague students and faculty of color do not dissolve with their arrival at an HBCU, but rather they transform into a new set of challenges that demand the attention of researchers. Taking into account institutional supports, identity development, and socialization patterns, this book sheds light on what the experiences of higher education’s “outsiders” mean for future research and practice, while emphasizing issues of diversity, equity, and inclusion.
Table of ContentsChapter 1. Bringing the ‘Othered’ Back In: Building the Case for Diversity, Equity, and Inclusion at HBCUs;
Cheron H. Davis, Adriel A. Hilton & Donavan L. Outten Chapter 2. A Balancing Act: Being First Still, and Faculty at an HBCU;
Erica R. Russell Chapter 3. Serving students, faculty, and notice: Student co-operation, faculty collaboration, and institutional counter-narration at a southern flagship HBCU;
William Broussard Chapter 4. The Contemporary Role of the HBCU in Diversity, Equity and Inclusion in the Absence of On-going Historical Relevance;
Alvin Killough, Eryn Killough, James Burnett & Grover Bailey Chapter 5. Just Let Us Be Great!: Mentoring Students at an HBCU;
Rachel B. Dunbar Chapter 6. White Faces in Black Spaces: Examining Faculty-Student Engagement for White Doctoral Student Success at Historically Black Colleges and Universities;
Tiffany Fountaine Boykin & Larry J. Walker Chapter 7. Religious Minority Students at HBCUs;
Yoruba Taheerah Mutakabbir Chapter 8. Thursdays at Five Thirty-Five;
Phyllis Swann Underwood Chapter 9. The Role of HBCUs in Tackling Issues of Diversity, Equity, and Inclusion;
Jewell Winn, Kisha Bryan, & Andrea Tyler Chapter 10. Challenging Cultural Norms at HBCUs: How Perceptions Impact LGBTQ Student’s Experiences;
Larry J. Walker & Ramon B. Goings Chapter 11. Afrocentric Worldview, Hetero-Normative Ethos and Black LGBTQ Intellectuals Matriculating through Afrocentric Psychology Programs at Historically Black Colleges/Universities (HBCUs); N
ovell E. Tani & Simone Grier Chapter 12. Providing Support for non-Black Students and Faculty at HBCUs: A Promising Approach for Senior Academic and Student Affairs Officers’ (SASAOs);
Henrietta Williams Pichon Chapter 13. Envisioning Equity: Women at the Helm of HBCU Leadership;
Amanda Washington Lockett & Marybeth Gasman Chapter 14. Bad Board Behaviors: Undermining Growth and Development at Historically Black Colleges and Universities;
Maurice C. Taylor Chapter 15. What’s Next?;
Adriel A. Hilton, Cheron H. Davis, & Donavan L. Outten
