Gail L. Thompson

Angela Louque

There generally remains a gulf between the way most Black faculty perceive the racial climate at their institutions and the recognition by non-Black faculty and administrators that there are problems and that these perceptions have merit. This book is intended to promote a productive dialogue. This book weaves the authors' own experiences with the responses of 136 Black faculty to a questionnaire, and a smaller sample who were interviewed, to identify the factors that determine Black faculty's satisfaction or dissatisfaction with their jobs and institutions. Recurring themes underscore the importance of a supportive work environment that is built on mutual respect, full inclusion in the decision-making process, and an institutional climate that does not tolerate cultural insensitivity or racism. The qualitative and quantitative information and the authors' conclusions can help postsecondary institutions improve Black faculty satisfaction levels, and ultimately, retention rates. This book will resonate with any Black faculty who have felt frustrated enough to consider leaving a postsecondary institution and with those who are content at their current institutions. For non-Black faculty and for administrators of all races, the book illuminates the sources of job satisfaction and dissatisfaction, explains the reasons their Black colleagues leave or stay, and offers valuable recommendations for change. For anyone, at any level, interested in the issue of the racial climate at his or her institution, this book offers a constructive framework for discussion and action

A Blueprint for Increasing Black Faculty Satisfaction in Higher Education

Exposing the "culture of Arrogance" in the Academy

Chance W. Lewis

Fred A. Bonner

Since the U.S. Civil Rights era, the racial composition of higher education has changed dramatically, resulting in an increase in the number of African American students and African American faculty in predominantly white institutions (PWI). Nevertheless, the number of African American endowed or distinguished professors remains small. Because it is difficult for African American faculty to attain these prized positions, those who have done so possess invaluable knowledge that may be beneficial to others. Reaching the Mountaintop of the Academy: Personal Narratives, Advice and Strategies from Black Distinguished and Endowed Professors, fills an important niche in the canon of higher education literature. In the autobiographical chapters that follow, numerous distinguished and endowed professors (1) describe their personal journey to the distinguished or endowed professorship; (2) explain important life lessons that they learned during their journey; (3) describe their current professional goals; and (4) offer suggestions and recommendations for graduate students, untenured faculty, tenured faculty, and college/university administrators. At a time when many predominantly white higher education institutions continue to have difficulty attracting and retaining African American faculty, and African American faculty continue to struggle for full inclusion in the academy, this book is timely and needed.

Personal Narratives, Advice and Strategies From Black Distinguished and Endowed Professors

Reaching the Mountaintop of the Academy

Up Where We Belong "All students deserve to have great teachers and an outstanding K-12 education. Unfortunately, this is not the experience of countless students throughout the nation, especially America's stepchildren. Instead of shaking our heads and ignoring the situation, there is much work that each adult can do to bring about reform." —Gail L. Thompson What will it take to get all students–even the most disenfranchised–engaged in school and motivated to learn and achieve? In Up Where We Belong, Gail Thompson asked the students in a low performing school to be candid about their high school experiences. Using this information and relying on data from questionnaires and focus groups, Thompson discovered a huge gap in perception between how teachers and students view their experience of school. The book explores this disparity, and uncovers some of the reasons for students' low achievement, apathy, and frustration. Most important, she offers vital lessons for transforming schools–especially for underachieving kids and students of color. Throughout the book Thompson passionately discusses the controversial aspects of race relations in school. From the negative perception of black boys to well-meaning but misguided attempts to honor diversity through ethnic history activities, Thompson shows how every little thing matters. While this may sound alarming at first, it also means that all teachers, parents, and school leaders have it within their power to improve student achievement by reflecting on their own perceptions and developing practices and policies that really motivate students to connect with learning.

Helping African American and Latino Students Rise in School and in Life

Up Where We Belong

Combining first-person narratives, personal growth exercises, and informational text, this staff development resource helps educators address the mind-sets that can impede their progress with African American students.

Gail L. Thompson

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