Faculty of Color: Teaching in Predominantly White Colleges and Universities

Stanley, Christine A

ISBN 10: 0470623136 / ISBN 13: 9780470623138

Published by John Wiley & Sons Inc, 2006

About this Item

Combining an overview of current research literature and 23 engaging narratives, Faculty of Color invites deeper dialogue on the experiences of faculty of color teaching in predominantly white institutions. Editor(s): Stanley, Christine A. Series: JB-Anker. Num Pages: 396 pages, black & white illustrations. BIC Classification: JN. Category: (P) Professional & Vocational. Dimension: 228 x 163 x 27. Weight in Grams: 612. . 2006. 1st Edition. Paperback. . . . . Books ship from the US and Ireland.

Seller Inventory # V9780470623138

Bibliographic Details

• Title: Faculty of Color: Teaching in Predominantly White Colleges and Universities
• Publisher: John Wiley & Sons Inc
• Publication Date: 2006
• Language: English
• ISBN 10: 0470623136
• ISBN 13: 9780470623138
• Binding: Soft cover
• Condition: New

About this title

Synopsis

Combining an overview of current research literature and 23 engaging narratives, Faculty of Color invites deeper dialogue on the experiences of faculty of color teaching in predominantly white institutions. By raising issues for commentary and investigation, the book challenges its readers to adopt effective strategies for the recruitment and retention of faculty of color in higher education. 

The authors represent a variety of disciplines and share firsthand experiences that range from teaching, recruitment, research, mentoring, institutional climate, and administration, to relationships with colleagues as well as students. Through their stories, they are able to offer useful insights into

• Teaching styles and how they affect promotion decisions
• The impact of mentoring relationships
• Collegiality in the campus and university setting
• Separating self-identity from group membership
• Managing service activities
• Understanding and dealing with racism

Faculty of Color is intended for senior administrators and policymakers, faculty development professionals, current faculty, and future faculty of color who are contemplating academia. Each chapter offers a variety of recommendations designed to guide predominantly white colleges and universities in working to ensure that their institutions continue to change in substantive ways.

About the Author

CHRISTINE A. STANLEY is associate dean of faculties and associate professor of higher education administration at Texas A&M University. She is past president (2000-2001) and former chair of diversity commission (1994-1998) of the professional and Organizational Development network in Higher Education (POD Network), the North American organization dedicated to faculty, instructional, and organizational development issues.
A native of Jamaica, West Indies, she holds a B.S. in biology, cum laude (Prairie View A&M University), M.S. in zoology (Texas A&M University), and Ph.D. in curriculum and instruction with emphasis on college teaching (Texas A&M University). A biologist, teacher, consultant, and faculty developer, she has taught courses on college teaching, professional development, and diversity and social justice in higher education. She is a consultant to many colleges and universities on faculty development and multicultural faculty and TA development initiatives in higher education. She has contributed numerous faculty development-based and peer reviewed articles to outlets such as Qualitative Inquiry, Change, Journal on Excellence in College teaching, Innovative Higher Education, Journal of Faculty Development, and To Improve the Academy; Resources for faculty, Instructional, and Organizational Development. She is coeditor (with M. Erin Porter) of Engaging Large Classes (Anker, 2002).
Her professional experience includes serving as a proposal reviewer and moderator for the National Science Foundation Teacher Preparation Enhancement Program. She is the 2000-2001 recipient of the Texas A&M University College of Education Development Council’s Outstanding New Faculty Award and the 2004 recipient of the POD Network Robert Pierleoni Spirit Award for her contributions to the organization and the field of faculty development.