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Innov High Educ (2015) 40:263278
DOI 10.1007/s10755-014-9312-5
Kirsten T. Edwards
Published online: 18 November 2014# Springer Science+Business Media New York 2014
Abstract In this article I report on the perceptions and attitudes of Christian Black women faculty members in regards to religious difference at both historically Black colleges and universities [HBCUs] and predominantly White institutions [PWIs]. By taking a focused look at uncomplicated Christian privilege at HBCUs, the study asked what conditions are in place at HBCUs that offer these women an uncommon space of authenticity, while simultaneously supporting a privilege system that could potentially silence different religiously-identified students. I address implications in regards to diversity at HBCUs.
Keywords Historically Black Colleges and Universities [HBCUs] . Faculty. Black/African American Women . Diversity. Christian Privilege
Faculty Perceptions, Student Experience
Higher educations role in facilitating students development into citizens accepting of diverse populations has incited much discussion (Hurtado, Milem, Clayton-Pedersen, & Allen, 1998; Milem & Hakuta, 2000; Strayhorn, 2010). As such, recent scholarship concerning faculty attitudes primarily explores the impact those attitudes have on student development (Haviland, Turley, & Shin, 2011; Park & Denson, 2009). Pittaways (2012) Engagement Framework posited that faculty attitudes have a significant impact on student engagement and success and influence co/curricular experiences, institutional culture, and other aspects of the academic experience. However, as Park and Denson (2009) noted, little is known about how faculty members perceive diversity or the extent to which they prioritize it in their pedagogical approaches. This incongruence suggests that academicians are interested in understanding
Kirsten T. Edwards is Assistant Professor of Adult and Higher Education and Womens & Gender Studies affiliate faculty at the University of Oklahoma. She earned a doctorate in Higher Education Administration with cognates in both Curriculum Theory and Womens and Gender Studies at Louisiana State University. Her research merges philosophies of higher education, college curriculum, and pedagogy; and she is interested in the ways that faith, race, gender, class, and culture impact faculty, curriculum, and pedagogy in higher education settings.
K. T. Edwards (*)
Department of Educational Leadership and Policy Studies, University of Oklahoma, 820 Van Vleet Oval, 204 Collings Hall, Norman, OK 73019, USAe-mail: [email protected]
Perceptions of Power and Faith among Black Women Faculty: Re-thinking Institutional Diversity
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