Intraracial Dynamics of Black Professors’ and Black Students’ Communication in Traditionally White Colleges and Universities

Abstract

While the literature suggests that Black students are more successful in traditionally White colleges and universities when they see professors with whom they can identify, it has been relatively silent about aspects of the relationship between Black professors and Black students that may be perceived as negative. The authors explored the strengths and limitations of this important relationship from the perspectives of Black faculty in six institutions of higher education in New York City and Westchester County, New York. Focus group findings highlighted the unique role of Black faculty members as mentors based on the professors' subjective perceptions, thoughts, and feelings about mentoring Black students. Equally important, the findings pointed out the need for further research that explores the efficacy of the role of Black professors as mentors from Black students' perspectives, as well as the implications of such an investigation on Black faculty member and student retention rates.

Staying Focused on the Goal

“…African American male students at HWIs generally have had limited access to African American faculty for support due to the small number of African American faculty (Sedlacek, Benjamin, Schlosser, & Sheu, 2007). Existing literature confirms the importance of African American faculty at HWIs as this relates to the retention of African American males (Moore & Toliver, 2010). There is an expressed need by some Black male students on predominantly White campuses to see and connect with role models who are members of their own racial and ethnic group.…”

“…For instance, Bonner (2003) asserted, “Regardless of factors such as precollegiate preparedness or intellectual prowess, students at both ends of the academic continuum profit from meaningful liaisons with faculty” (p. 27). In addition, research reveals that some collegiate Black males feel empowered for self-discovery and identity development through their interactions and relationships with faculty (Brooms, 2014, 2016ab; Moore & Toliver, 2010; Palmer & Gasman, 2008).…”

Examining Practices of Retaining Black Female Faculty and Staff in Independent Schools

“…The concept of "mothering" found its way in the discussion as the participants continued to engage. As described by Grant and Ghee (2015) and Moore and Toliver (2010) participants found that obligation to Black students extended into a mothering role, "Because I am the faculty member and they are the child and that's part of my responsibility. But consistently I have adults that come to me.…”

“…When students are in an environment where they are a racial minority, having faculty with whom they can identify is an important component of support. Black faculty and staff can help Black students feel more connected (Booker, 2016;Domingue, 2015;Fountaine, 2012;Griffin, 2013;Moore & Toliver 2010). With both Black faculty & staff and Black students having experienced isolation at one point or another throughout their educational careers, Black faculty and staff have a shared experience with Black students when at a PWI.…”

“…Black female professionals. The literature (Grant & Ghee, 2015;Moore & Toliver, 2010) indicated Black women have a unique relationship with Black students at PWIs through their shared experience. The literature also described how Black females desired a mothering relationship to help cope with isolation, discrimination, and seek connectedness with someone who can, to some degree, internalize the experience.…”