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Chapter 13 - Programs with Promise

from Part III - Strategies for Inclusion and Retention

Published online by Cambridge University Press:  21 April 2022

By
Antija M. Allen ,
Justin T. Stewart  and
Nyesha James
Edited by
Antija M. Allen  and
Justin T. Stewart
Antija M. Allen
Affiliation:
Pellissippi State Community College, Teachers College Columbia University
Justin T. Stewart
Affiliation:
Allen Ivy Prep Consulting
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Summary

This chapter highlights what the authors call programs with promise. The focus is not on perfection as much as potential. Whether it is a small initiative or a large-scale program, if it makes an impact on the retention, inclusion, and/or mental wellness of Black or diverse faculty, then it is worth sharing with others. The chapter provides readers with examples of initiatives and programs that they can replicate, utilize a modified version of, or simply be inspired by. According to Barnett (2020), peer institutions are excellent sources from which to draw on successful integration of diversity and equity issues. This chapter will only share a handful of the numerous programs that focus on diversity, equity, and inclusion (DEI) for faculty in higher education.

Keywords

diversityequityinclusionDEIbest practicesfaculty retention
Type
Chapter
Information
We're Not OK
Black Faculty Experiences and Higher Education Strategies
 , pp. 218 - 232
Publisher: Cambridge University Press
Print publication year: 2022

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References

Barnett, R. M. (2020). Leading with meaning: Why diversity, equity and inclusion matters in US higher education. Perspectives in Education, 38(2), 20–35. doi: 10.18820/2519593X/pie.v38.i2.02CrossRefGoogle Scholar
Davis, K. C. (2004). Oprah’s book club and the politics of cross-racial empathy. International Journal of Cultural Studies, 7(4), 399–419. https://doi.org/10.1177/1367877904047861CrossRefGoogle Scholar
Ekwonye, A. U., Sheikhomar, N. & Phung, V. (2020) Spirituality: A psychological resource for managing academic-related stressors. Mental Health, Religion & Culture, 23(9), 826–39. doi: 10.1080/13674676.2020.1823951CrossRefGoogle Scholar
Frankel, L. (2017). This Is How It Always Is: A novel. New York: Flatiron Books.Google Scholar
Graham, A. (2016). Womanist preservation: An analysis of Black women’s spiritual coping. International Journal of Transpersonal Studies, 35(1), 106–17. https://dx.doi.org/10.24972/ijts.2016.35.1.106Google Scholar
Matthews, K. & Benson, T. (2018). Findings from the first ever multi-institutional survey of faculty retention & exit. Infographic. Harvard University Graduate School of Education. https://bit.ly/3H4H9N3Google Scholar

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