Negro Educational Review

Founded in 1950, The Negro Educational Review is an educational journal published quarterly by The Negro Educational Review Inc.

Articles from Vol. 62/63, No. 1-4, 2011

Academe as Extreme Sport: Black Women, Faculty Development, and Networking
AbstractIn this article we describe the experiences of Black women academics who participated in one or more of the following programs geared towards supporting the research and professional development of faculty: (a) the Sisters of the Academy's (SOTA)...
Betwixt Safety and Shielding in the Academy: Confronting Institutional Gendered Racism-Again
AbstractThis article represents a critical reflection of a Black African American female associate professor who, while teaching a diversity course, unknowingly enabled systems of power and privilege to undermine her faculty role in the course and in...
Candid Reflections on the Departure of Black Women Faculty from Academe in the United States
AbstractCritical content analysis is used to identify content within blogs, exposing views within academe that reinforce and normalize racist, sexist, and interactively racist and sexist perspectives. The two themes explored here are unfairness and subjectivities...
Defining the Situation: Underrepresented Women in Academe
Recent statistics reported in the Digest of Education Statistics (2010, Table 303) show that more women than men earned doctoral degrees. Notably, as shown in the 2008-09 study, of the 67,716 degrees earned, 32,279 were by males and 35,437 were by females....
Lessons from a Black Woman Administrator: "I'm Still Here"
AbstractThis case study presents the findings from a qualitative research project about a Black woman scholar, the first non-White female to serve as chair of a department and the associate dean of the college in its 100 year history. The study focuses...
Othermothering: A Personal Narrative Exploring Relationships between Black Female Faculty and Students
AbstractAs a Black female faculty member with teaching experience at a historically Black university, I describe through personal narrative methodology my experience with othermothering, student-teacher relationships, and unwritten institutional policy....
Purple Is to Lavender: Womanism, Resistance, and the Politics of Naming
AbstractWe explore the politics of naming for non-White women faculty in higher education as it relates to womanist theory. A discussion of these faculty experiences in general, and women faculty in particular are provided to illuminate the many challenges...
Resistance Meets Spirituality in Academia: "I Prayed on It!"
AbstractWe describe the lived experiences of a Black Woman educational leader who has studied and worked in the academy and in the field of K-12 education. This partial life history, excavated through the tenets of Critical Race Theory (CRT), illuminates...
Student Ratings of Teaching Effectiveness: Implications for Non-White Women in the Academy
AbstractThe purpose of this study was to describe student ratings of teaching effectiveness for women faculty at a Southern Research Extensive University. Of the 82 women faculty in this study, 61 or 74% were White, 13 or 16% were Black, and 8 or 10%...
Tedious Journeys: Autoethnography by Women of Color in Academe
Tedious Journeys: Autoethnography by Women of Color in Academe Edited by Cynthia Cole Robinson and Pauline Clardy New York: Peter Lang Publishers, 2010, 1999 pp. $32.95 paperbackIn the book, Tedious Journeys: Autho ethnography by Women of Color in Academe,...
The Miner's Canary: A Critical Race Perspective on the Representation of Black Women Full Professors
AbstractThis article examines experiences of a Blackwoman full professor, and the benefits and privileges associated with reaching this rank. Its purpose is to leave little room for conjecture about the rank and those who have earned it. Using critical...
The Spirit Bears Witness: Reflections of Two Black Women's Journey in the Academy
AbstractThis article describes our evolution as two Black American women academics who, after years of dealing with our community's marginalization and our own marginalization in the academy, began to employ research as a way of surviving. To share the...
Underrepresented Women in Higher Education: An Overview
Schools and colleges of education are responsible for preparing preservice and in-service professionals (i.e., teachers, counselors, administrators) to meet the needs of an increasingly diverse society. An institutional culture that is conducive to teaching...
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