Voices of Black Faculty at Predominantly White Institutions: Coping Strategies and Institutional Interventions

Abstract

Black faculty are underrepresented in the academy, and it is critical to clarify an understanding of how racism and privilege influence people of color working in academia. The aim of this paper is to examine the experiences of Black full-time faculty with racial microaggressions at predominantly White institutions (PWIs). Seven Black faculty members were interviewed using in-depth, semi-structured interviews. The results revealed the following themes of how microaggressions are experienced: ignored input; challenged credibility; cultural exclusion; encouraged to look away from discrimination; and stereotypes and intersection challenges. Furthermore, themes on coping strategies are found: overworking, outside support and self-care, and denial versus confrontation. It was found that faith, family, and extra university community support improved coping. Additionally, changing cultural mindsets and institutional support were noted as key to navigating the normal course of inquiry in higher education.