Learning Communities: Opportunities for the Retention of Faculty of Color

Abstract

The purpose of this article is to address how teaching in learning communities can be an effective tool for the retention of faculty of color. The article outlines the on-going, concerning issue of higher education's lack of faculty diversity. Through their shared lens as tenure-track faculty of color at an urban community college, the authors identify common barriers for retention of faculty of color, and types of learning community models. They also recommend the most effective learning community model for faculty of color collaboration, and explain how this model addresses the trends of tokenism, isolation, marginalization and lack of mentorship frequently experienced by faculty of color in higher education.