Resources

To better prepare students for an increasingly diverse society, campuses across the country remain engaged in efforts to diversify the racial and ethnic makeup of their faculties. However, faculty of color remain seriously underrepresented, making up 17% of total full-time faculty. In the past 20 years, more than 300 authors have addressed the status and experience of faculty of color in academe. From 1988 to 2007, there was a continued rise in publications addressing the issue of the low representation of faculty of color. This article presents a literature review and synthesis of 252 publications, with the goal of informing scholars and practitioners of the current state of the field. Themes emerging from these publications and an interpretive model through which findings can be viewed are presented. The analysis, with a focus on the departmental, institutional, and national contexts, documents supports, challenges, and recommendations to address barriers and build on successes within these 3 contexts. The authors hope that this article informs researchers and practitioners as they continue their work to understand and promote the increased representation of faculty of color.

Research shows that an oppressive classroom environment impairs learning and academic performance for students with oppressed identities. Less research examines faculty perceptions of their classroom, but such research could reveal whether an oppressive environment impairs teaching effectiveness Although the literature shows that women faculty of color spend a disproportionate amount of time teaching, researchers have not systematically examined their classroom experiences. My study relies on transcripts of 17 in-depth interviews with women faculty of color at a large, predominantly white research institution. Despite their legitimate authority as professors, these women describe gendered racism in their classroom interactions with students. Specifically, they depict white male students as challenging their authority, teaching competency, and scholarly expertise, as well as offering subtle and not so subtle threats to their persons and their careers

Teaching about "race" and racism to a diverse student group can lead to some very interesting exchanges. Some of these moments are much to do with the subject content. Learning about racism often pulls on our emotional strings: black students sometimes express their hurt and anger, while white students sometimes remain silent or express their hurt, shame and discomfort. The lecturer's racialised identity is an important factor in these emotional exchanges. Black lecturers are sometimes judged for their "loyalties and sensibilities" with the black community, while white lecturers are questioned for their understanding and sympathies with "race"/racism issues. This paper considers how social identities and physical appearances impact on the teaching and learning process and issues of student and lecturer positionalities and identities in the Higher Education context. In particular, it examines how much being white or black can "matter" in teaching and learning about race and racism, and the importance of critical pedagogy. Theoretical reflections on identity construction and management are themed through these discussions. The conclusion argues that the teaching of "race" and racism is not only about identity or ethnicity, but the development of teaching strategies that are inclusive of black experiences; and questions power structures and relations found in whitearchy and patriarchy.

Reviews programs such as the Carnegie Academy for the Scholarship of Teaching and Learning and literature on the scholarship of teaching at the higher education level. Suggests that the scholarship of teaching is not synonymous with excellent teaching, but requires faculty to "go meta," to systematically investigate questions of student learning. Also examines issues of credibility, openness, and sustainability.