Interrogating Whiteness and Relinquishing Power: White Faculty’s Commitment to Racial Consciousness in STEM Classrooms is a collection of narratives that will transform the teaching of any faculty member who teaches in the STEM system. The book links issues of inclusion to teacher excellence at all grade levels by illuminating the critical influence that racial consciousness has on the behaviors of White faculty in the classroom. It functions as an analytical tool, scaffolding exemplary examples to inspire readers to engage in the complex and difficult work of assessing their own racial consciousness and teacher effectiveness.

This article presents the White racial consciousness and faculty behavior (WRC/FB) model, which emerged from a constructivist grounded theory study I conducted. The WRC/FB model represents the inextricable link between racial consciousness and White faculty behaviors that either challenge or serve White interests and, consequently, White supremacy. This research broadens the higher education literature on teaching and learning by using Kimberlé Crenshaw’s restrictive and expansive views of equality framework and Derrick Bell’s interest convergence principle to establish a connection between advancing racial justice and excellence in college teaching.

Dr. Haynes Davison engages with scholars to understand the importance of designing and conducting ethically and morally responsible research that humanizes people and communities.

Many institutional leaders find themselves struggling to achieve racial equity in a sociopolitical context where hatemongering, misogyny, xenophobia, heterosexism, and racism have been normalized and minoritized students, staff, and faculty have been relegated to the margins. Few institutional leaders (e.g., presidents, provosts, chancellors, boards of trustees, deans) understand how, why, and the extent to which minoritized peoples are affected by multiple and overlapping forms of oppression. As a result, institutional change efforts to transform campuses into identity-affirming and socially just learning environments often prove ineffective because college and university leaders typically engage in single-axis identity politics to promote diversity, equity, and inclusion.

Kimberlé Crenshaw’s scholarship on Black women has been the springboard for numerous education studies in which researchers use intersectionality as a theoretical framework; however, few have considered the possibilities of intersectionality as a methodological tool. In this literature synthesis, the authors (a) examined studies about Black women in higher education that had been published in the past 30 years to understand how those scholars applied intersectionality across Crenshaw’s three dimensions (i.e., structural, political, and representational) and (b) advanced a set of four strategies, arguably providing a guide for engaging “intersectionality methodology,” what the authors coin as “IM.” Implications for higher education research and social science research broadly are also presented.

Everyday acts of systemic racism such as racial profiling, racial microaggressions and racial violence are a terrifying reality for racially and ethnically minoritized students, faculty and staff at predominately White institutions across the United States. As these occurrences continue, these institutions have attempted to address the violence and blatant racism through hiring diversity consultants, offering workshops and establishing multicultural affairs departments.

In this book on higher education the contributors make The Black Lives Matter (#BLM) their focus and engage in contemporary theorizing around the issues central to the Movement: Black Deprivation, Black Resistance, and Black Liberation.

The #BLM movement has brought national attention to the deadly oppression shaping the everyday lives of Black people. 

 As critical and inclusive pedagogues and scholars, we embrace the belief that a focus on making Black Lives Matter in the classrooms of traditionally White institutions (TWIs) provides educators with the best chance to improve the educational outcomes of all students. In this essay, we examine seven principles of critical and inclusive pedagogies that have the potential to make Black Lives Matter in TWI classrooms and identify several implications they have for creating racially inclusive, affirming, and equitable learning environments for all students.

First, we review general literature that has examined the glass ceiling. Then we discuss the importance of qualitative research in advancing knowledge about the glass ceiling. In order to add greater dimensionality to existing studies of the glass ceiling, we explore two critical interpretive lenses employed in this research.
Finally, considerations are offered for future study, specifically how qualitative research framed through these lenses can be employed to examine important issues associated with the glass ceiling.

Being a Blackwoman and a mother are two complicated realities that are difficult for many to fully and deeply understand. Couple those lived experiences with the role of an academic and you seemingly become a unicorn: a mythical and supernatural being.It is a reality the authors contend with daily as Blackwomen academics and MAMAscholars (em-phasis on MAMA).In this essay, the authors attempt to make plain what is undeniably nuanced and make visible what is highly invisible:the lived experiences of Black women, MAMAscholars in academia. 

No existing literature centers Black women college
students (BWCS) who are targeted yet absent the
discourse on anti-black incidents at the intersection
of gender. Using a 42-case database, we highlight how
BWCS are targeted with hate, discuss gender-based
racial trauma fueled by these incidents, and share
recommendations for higher education.

[Audio podcast episode, Featured panelist]. The Higher Education Anti-Racist Teaching (H.E.A.R.T.) Podcast focuses on elevating our learning about antiracist teaching at colleges and universities.

At a time of impending demographic shifts, faculty and administrators in higher education around the world are becoming aware of the need to address the systemic practices and barriers that contribute to inequitable educational outcomes of racially and ethnically diverse students.Focusing on the higher education learning environment, this volume illuminates the global relevance of critical and inclusive pedagogies (CIP), and demonstrates how their application can transform the teaching and learning process and promote more equitable educational outcomes among all students, but especially racially minoritized students.

Peel popularized the “Sunken Place'' in his 2017 social commentary and film thriller Get Out. This qualitative study utilizes Black Liberation Research Methodology to examine the experiences of Black educators who are Chief Diversity Officers. We present our analysis in a narrative grounded in participant accounts, entitled I write you from the Sunken Place.