Listening to Counternarratives of Faculty of Color: Studying Rural Racism in One of Most Conservative Communities in America

Han, Keonghee Tao; Scull, W. Reed; Harbour, Clifford P.

doi:10.1007/s11256-020-00576-w

Cited by 3 publications

(2 citation statements)

References 30 publications

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“…A continuous feature of authoritative discourses of whiteness has been to, as Stuart Hall (1997) writes, racialize the other (p. 239) through, in part, binary oppositions conflating whiteness with civility and Blackness with its foil. It comes as little surprise, then, that Black students attending Black-centered universities in rural, majority white areas experience an ongoing series of discursive gymnastics as they make sense of and structure a coherent meaning of these institutions.…”

Section: Discussionmentioning

confidence: 99%

“…Many states hosting HBCUs are marked by conservative Red-State politics and rural racism (Han et al, 2020), likely a “reflection of deep-seated religiosity and the lack of direct exposure to urban ideas, values, and institutions” (Lichter & Brown, 2011, p. 570). These logics cyclically draw from and contribute to broader discourses in which “the terms rural and urban often take on racially coded meanings, with rural implying white and urban signifying not-white” Sierk (2017), p. 344).…”

Section: Hbcus Rurality and Contested Meaningmentioning

confidence: 99%

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“We Keep It All Here”: A Dialogic Approach to Constructing Rural Historically Black Colleges and Universities Among Black Students

Brewer

2022

Journal of Social and Personal Relationships

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Historically Black Colleges and Universities (HBCUs) are both often assumed to offer students of color a safer and environment for learning than their primarily white institutional counterparts while also facing harsh suspicion in terms of their educational quality and cultural value. Interrogating these readings, this study uses the critical interpersonal and family communication (CIFC) framework and relational dialectics theory (RDT) 2.0 to identify competing discourses emergent within meaning-making processes of Black students attending rural iterations of such institutions. By interviewing twenty Black students currently enrolled in a rural HBCU, this work spotlights unique, power-laden interconnections across the competing discourses of rural whiteness, as marked by rugged individualism, conservative political ideology, and perceived hostility towards Black epistemologies, and the urban Blackness of students now occupying such spaces. This project identifies the dominant discourse that HBCUs are inferior, as well as two competing discourses students draw upon as they construct meaning of the rural HBCU: the discourse that these institutions celebrate Blackness, and the discourse that they problematically draw race into relief. This work uncloaks the themes constituting each of the two discourses, and highlights various forms of discursive interplay participants use to negotiate the meaning of these institutions, including entertaining, countering, negating, naturalization, and pacification.

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Section: Discussionmentioning

confidence: 99%

Section: Hbcus Rurality and Contested Meaningmentioning

confidence: 99%

“We Keep It All Here”: A Dialogic Approach to Constructing Rural Historically Black Colleges and Universities Among Black Students

Brewer

2022

Journal of Social and Personal Relationships

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Becoming Educators: Reciprocal, Dialogical Relationships, and Problem-Posing Education in the University Multicultural Classroom

Talbert,

Magill,

Scott

et al. 2024

Multicultural Perspectives

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Faculty Development at Community Colleges in U.S. Rural Contexts

McNamee,

Van Horn

2024

Journal of Education Human Resources

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Hundreds of community colleges exist in rural contexts across the United States, yet we know little about the work and career development of the thousands of faculty employed at such institutions. Through a review of current literature, this article demonstrates how faculty at rural community colleges encounter specific factors in their professorial development because of these rural contexts in which their home institutions reside. From that literature, one can determine that factors playing a role in rural community college faculty development include (a) isolation and institution size, (b) multiple and multifaceted roles, (c) joy of working and engaging with students, (d) recruitment and retention of women faculty and faculty of color, and (d) recruitment and retention of academically qualified individuals. From those literature review findings, policy and practice recommendations around rural community college faculty are provided, such as creating and enhancing professional development opportunities and increasing recruitment and retention efforts for women faculty and faculty of color. In order to contribute more knowledge to supporting the development of rural community college-based faculty members, this article ends with future research ideas.

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Listening to Counternarratives of Faculty of Color: Studying Rural Racism in One of Most Conservative Communities in America

Cited by 3 publications

References 30 publications

“We Keep It All Here”: A Dialogic Approach to Constructing Rural Historically Black Colleges and Universities Among Black Students

“We Keep It All Here”: A Dialogic Approach to Constructing Rural Historically Black Colleges and Universities Among Black Students

Becoming Educators: Reciprocal, Dialogical Relationships, and Problem-Posing Education in the University Multicultural Classroom

Faculty Development at Community Colleges in U.S. Rural Contexts

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