Faculty of Color: Teaching in Predominantly White Colloges and Universities: 136 (JB - Anker) - Tapa blanda

Acerca del autor

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.

De la contraportada

This book provides a discussion forum for the experiences of faculty of color teaching in predominantly white institutions. The knowledge and insights gained from the narratives shared across a variety of colleges and universities provide faculty and administrators in higher education with helpful strategies for recruitment and retention. The experiences documented here extend beyond teaching in general to other areas such as administration, institutional climate, mentoring, recruitment, relationships with colleagues and students, and research. More importantly, the chapters offer a variety of recommendations so that predominantly white colleges and universities can continue to ensure that institutions change in substantive ways.

A hallmark of this book is the diversity of knowledge, firsthand experiences, and insights provided by the faculty of color who contributed to it. The authors represent a variety of cultures, ethnicities, identities, and nationalities—African American, American Indian, Asian, Asian American, Chamorro, Jamaican, Latina/Latino, Mexican American, South African, Muslim—as well as disciplines—business, dentistry, education, engineering, ethnic studies, health education, political science, psychology, public policy, social justice, social work, sociology, and speech, language, and hearing science. This book also has the potential to impact the dialogue in academia on affirmative action and the institutional goal of achieving parity so that the faculty ranks in higher education mirror the minority talent represented in the nation. Faculty of Color makes recommendations for faculty development, instructional development, and organizational development practice, and raises issues for commentary and investigation.