How to survive and resist racial oppression in the academy

In the United States, the importance of diversity in academia and the scholarly endeavours associated with that principle have come under increased scrutiny and criticism. Despite widespread recognition of its value, achieving genuine diversity within the higher education workforce remains an elusive goal.

Compounding this challenge are covert political dynamics entrenched within the traditional tenure and promotion processes, erecting formidable barriers to the progression of black faculty members.

At the heart of the tenure and promotion system lies an emphasis on research productivity. However, black faculty members frequently find themselves disproportionately burdened with additional service obligations, which significantly encroach on their time for scholarly pursuits.

This disproportionate allocation of responsibilities undermines their capacity to develop robust research portfolios and satisfy the stringent criteria for career advancement prevalent across many universities and colleges.

Moreover, many black faculty members are deeply committed to community-engaged scholarship aimed at uplifting marginalised populations. Despite the societal significance of such endeavours, they often face devaluation or dismissal within the tenure and promotion framework. Consequently, the advancement prospects of black scholars are further impeded, perpetuating systemic inequalities within academia.

Addressing these challenges demands a concerted effort to dismantle entrenched biases and reform outdated institutional practices. It necessitates a re-evaluation of the criteria for academic success to encompass diverse scholarly contributions, including community-engaged research. Only through such comprehensive reform can academia realise its potential as an inclusive and equitable space, reflective of the diversity and societal aspirations it serves.

Unique obstacles

The intersection of race and academia presents unique obstacles for black scholars, highlighting the pressing need for institutions to address systemic inequities and cultivate a more inclusive and supportive environment.

Efforts to dismantle barriers to success for black faculty members are imperative in creating a university landscape that fosters diversity, equity and excellence for all members of the academic community in the United States.

According to recent data from the American Association of University Professors, disparities in representation persist within the ranks of faculty in higher education institutions. Black faculty members hold only 6% of full-time positions, while white faculty make up a substantial majority at approximately 76.2%.

These figures highlight a significant issue: despite the increasing diversity of college student populations, the composition of college faculty remains largely homogeneous.

A key contributing factor to the under-representation of black faculty members in academia is systemic racism. Research indicates that black scholars often face scepticism regarding their credentials and expertise, compelling them to constantly prove their qualifications both to their colleagues and to their white students.

Moreover, black faculty are frequently pigeonholed into roles as ‘diversity gurus’, burdened with an excess of service work related to diversity, equity and inclusion.

While many may feel a sense of duty to engage in such activities, the expectation placed on them to do so detracts from the time they could otherwise dedicate to scholarly pursuits – a critical component of tenure and promotion in most academic settings.

Critical dialogues

These challenges underscore the urgent need for concerted efforts to address systemic inequities within higher education. Initiatives aimed at fostering a more inclusive and supportive environment for black faculty members are essential to not only rectify existing disparities, but also to ensure that academia reflects the rich diversity of the student body it serves.

By recognising and actively dismantling barriers to entry and advancement for black scholars, universities can strive towards a more equitable and representative academic landscape.

Critical dialogues on black scholarship within predominantly white institutions (PWIs) are imperative for fostering inclusivity and equity in academia. These conversations serve as a crucial platform for recognising and addressing systemic barriers that hinder the advancement of black academics.

To overcome these challenges, concerted efforts are needed to dismantle entrenched inequities and redefine the criteria for academic success. Universities and colleges must prioritise the acknowledgment and support of diverse scholarly contributions, including community-engaged research, to ensure equitable opportunities for all faculty members.

Meaningful reform is essential to enable academia to authentically reflect the rich diversity of society and fulfil its mandate of advancing knowledge and social justice.

Reflections from black scholars

Our book, Black Scholarship in a White Academy: Perseverance in the face of injustice, is a collection of reflections from leading black scholars in higher education.

These scholars offer invaluable insights into their lived experiences navigating predominantly white academic spaces and shed light on the historical devaluation of black scholarship within the academy.

Using anti-blackness theory as a framework, the contributors explore how white hegemony undermines and obstructs black scholarship and faculty. Covering a diverse array of topics, from navigating the tenure process to creating inclusive black spaces and examining the intersection of blackness and disability in higher education, the book offers strategies for black faculty to navigate and challenge systemic racism and racist toxicity within their institutions.

As black faculty work to dismantle systemic oppression within and without the academy, this book will present ways black faculty can work to challenge racial micro-aggressions and other forms of discrimination and oppression at their institutions and within the academy overall.

As editors, we hope this book will offer a validating source for black faculty to engage in critical reflection about strategies for surviving and resisting the various systems of racial oppression within the academy.

Alonzo M Flowers III (San Antonio, Texas) is an associate professor and chair in the department of educational leadership and policy studies at the University of Texas at San Antonio, USA. He is the co-author of The African American Student’s Guide to STEM Careers. Sosanya Jones (Washington, DC) is an associate professor in the department of educational leadership and policy studies at Howard University, USA. She is the co-author of Performance Funding for Higher Education. Robert T Palmer (Washington, DC) is a professor and chair in the department of educational leadership and policy studies at Howard University, USA. He is the co-editor of Understanding the Work of Student Affairs Professionals at Minority Serving Institutions: Effective practice, policy, and training. Black Scholarship in a White Academy: Perseverance in the face of injustice is published by Johns Hopkins University Press.