For decades, racial incidents have routinely occurred on college campuses. But today, news about them is more quickly and widely shared because of the public's access to technology. In response, it is common for senior-level administrators to release statements about racial incidents after an institution receives widespread negative publicity. This study is an analysis of 18 statements issued by college presidents. Each statement is in response to a racial incident that occurred over 3 academic years (2012)(2013)(2014)(2015). Findings reveal how college presidents' statements broadly mention the racial incident itself, regularly address the group or individual who committed the racist act, but usually do not acknowledge the systemic or institutional issues that foster racial hostility on college campuses. Because racist behaviors on college campuses have been constant, the need to address concerns about racial issues will continue, and this study offers a new perspective on evaluating college presidents' responses to highly publicized racial incidents in higher education.

The experiences of first-year, tenure-track faculty have been missing in the literature about new or junior faculty. Furthermore, the extant literature about new faculty does not offer a critical outlook on how oppressive institutional structures shape how first-year faculty of color approach faculty work. Drawing from analytical narratives, the authors reframe how doctoral student socialization and new-faculty support systems are discussed, especially pertaining to firstyear faculty of color. In doing so, and utilizing narrative inquiry as a methodological framework, the authors draw out the distinct voices of new faculty of color. The implications offered are important for scholars who study faculty experiences and for faculty advisors to doctoral students interested in the professoriate. Our interest in social justice-focused teaching and research started as students in the same doctoral program. There, as students of color at a predominately-White university, our perspectives on scholarship oftentimes conflicted with institutional norms. As a result, we found each other as a key source of support in cultivating our interests. As emerging scholars, research on graduate students of color was insightful, and it validated our approach to create a community of support (see Brown, Davis, & McClendon, 1999; Gay, 2004). However, our transition from doctoral students directly into tenure-track faculty roles was abrupt. We sought support from each other-former classmates who had moved on to faculty positions at different institutions during the same academic year. Together, we first searched for an understanding of our new role as captured in the literature. We drew from the research to better understand the general undercurrents of the faculty of color experience, which is generally marked by unwelcoming college environments, relatively greater service demands, and the marginalization of our scholarly contributions (e.g.

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