Abstract: Due to the underrepresentation of African American teachers and college faculty, students have limited to no interaction with Blacks as authority figures in the classroom. When White students in particular face African American faculty in class, they often exhibit negative attitudes and inappropriate behavior. Using racial identity development and critical race theory, we seek to understand how White college students perceive African American professors and from where those perceptions stem. In considering the social and educational context in which students live, our study explores the ways White students perceive Black professors and how students’ racial identity development influences their perceptions.
Abstract: Due to the underrepresentation of African American teachers and college faculty, students have limited to no interaction with Blacks as authority figures in the classroom. When White students in particular face African American faculty in class, they often exhibit negative attitudes and inappropriate behavior. Using racial identity development and critical race theory, we seek to understand how White college students perceive African American professors and from where those perceptions stem. In considering the social and educational context in which students live, our study explores the ways White students perceive Black professors and how students’ racial identity development influences their perceptions.
Abstract:
How many times have you thought, said, or heard a colleague say, “I want work-life balance?” We, the authors, coming from two different generations, know our colleagues have differing perspectives on what balance means. We also realize these perspectives can inform how one responds to the demanding work in student affairs. Generational differences, however, create a diverse work environment that benefits students. Understanding these differences can inform how we develop staff trainings, conduct supervision, and offer support to those that work with us.