Academic

administrators as cultural managers

, 118

tracking

, 38

Academic Affairs Leadership Team (AALT)

, 135–136

ACPA About Campus

, 141

Adjunct counternarrative

, 120–122

Adjunct faculty

, 115

as professionals

, 119

Adjunct Faculty Professional Identity: An African-American Postsecondary Administrators Part-time Teaching Narrative (Campbell)

, 5

Adoption through compliance

, 169–170

ADVANCE Women of Color Summer Writing Retreats

, 141

Advising

, 142–143

Affirmative identity thesis

, 29

African Americans

, 9–10

dual identity

, 114–124

faculty experience

, 10–12

higher education professionals

, 14

history course

, 107–108

identity

, 119

normative professional socialization

, 113–114

postsecondary administrator’s part-time teaching narrative

, 111–112

scholars

, 112

women

, 90, 91

American Association for Blacks in Higher Education’s Leadership and Mentoring Institute (AABHE’s LMI)

, 137

American Association for the Advancement of Science (AAAS)

, 171–172

American Council on Education (ACE)

, 9

Ample scholarship

, 10

Apprentice-style

, 172–173

Association for the Study of Higher Education (ASHE)

, 24

Association of American Colleges and Universities (AAC&U)

, 134–135

Atlantic, The

, 106

Beauty and Burden of Being a Black Professor, The

, 183–185, 187

Beauty and the Beast

, 1

duality of tale

, 1–2

lyrics of song

, 2–3

Behavioral change

, 170

Black academic leaders

, 114

Black adjunct faculty

, 119

Black faculty

, 187–188

members

, 24

Black Issues in Higher Education

, 68

Black Lives Matter movement

, 183, 185

Black women

, 80–81

negative stereotypic images

, 81

Brown v. Board of Education (1953)

, 168

Campus-based mentors

, 142

Career planning

, 140

Center for Minority Serving Institutions (CMSIs)

, 137–138

Chief Diversity Officer (CDO)

, 27–28

Classism

, 81

(College) Hill, The

, 146

Collegiality

, 10–12, 17–18

Committee, The

, 63

Communalism

, 160

Conceptual perspective

, 28–29

Congressional Black Caucus (CBC)

, 133

Content area knowledge acquisition

, 160

Counter storytelling

, 25–27

Counternarrative approach

, 120

Counterstorytelling

, 120

Course-based research experiences (CUREs)

, 172–174, 178

Critical race theory (CRT)

, 24

counter storytelling

, 26–27

critique of liberalism

, 29–32

interest convergence

, 27–29

theoretical framework

, 25

whiteness as property

, 32–33

Cross-curricular integrative writing approach

, 167

Cultural/culture

, 17, 116–120, 149–151

consciousness

, 117–118

intuition

, 120

taxation

, 106–107, 140

Deficit model

, 29

Department Chair

, 73

Dialogue Between Sisters, A (Candelera and Simms)

, 4, 93–94, 101

academy

, 90–91

affinity groups

, 94–95

jungle

, 96–99

mentors

, 98–99

narrative

, 90

paths to promotion and spirit murder

, 99–100

self-doubt

, 91–93

Dilemma of a Negro Scholar, The

, 2

Direct mentorship

, 172–173

Diversity

, 28–29

hire

, 64

plans

, 29

Dual socialization

, 117–118

Educational institutions, history and culture of

, 149–150

ELEVATE endeavors

, 137–138

Equity

, 82–83

Executive turnover impact

, 11

Exotic communities

, 107

Faculty appreciation

, 160–161

FAMU

, 150

for graduate school

, 153, 155

Finances as graduate student

, 155–156

Florida A&M University Developmental Research School (FAMU-DRS)

, 176

Formal mentoring experiences

, 135–137

GA appointment

, 158–159

Grading

, 158

Graduate administrator values

, 118–119

Graduate school socialization

, 112

Graduate student reflections

on faculty

, 156

on mentorship and faculty

, 150–151

Graying tendency

, 140

Grievance

, 74

Group identity perspective

, 28–29

Group mentoring experiences

, 135–137

Hazard Ahead: The Impact of High Executive Turnover Rates on African-Americans Navigation of the Professoriate at HBCUs (Broussard)

, 3

High executive turnover rates

collegiality

, 17–18

culture

, 17

literature surveying

, 10–13

mentorship

, 15–16

methodology

, 13–14

networking

, 18–19

organizational support

, 16–17

participants

, 14

questions and responses

, 14–15

Higher education administration

, 112

Hispanic-serving institutions (HSIs)

, 23–24

Historically Black Colleges and Universities (HBCU)

, 5–6, 8–9, 23–24, 38–39, 47, 104, 112, 146, 166–167, 184, 187

African-American faculty at

, 12

attending HBCU and tenure demands

, 148–149

executive turnover at

, 9

experience

, 130

history and purpose

, 107

history of black faculty at

, 167–168

reputational pre-and misconceptions

, 13

student bodies and faculties

, 12

Human resources (HR)

, 56

I Am Because We Are, Not Just Mentoring, but a Collaborative Approach to Faculty and Student Development (Tani)

, 5

attending HBCU and tenure demands

, 148–149

culture

, 149–151

ever-dreaded tenure requirements

, 147

forging bonds with students

, 151–152

giving back to future generations

, 153–155

hidden gems of assisting professor

, 157–161

money moves

, 155–156

teaching

, 156–157

Ideological perspective

, 28–29

Imposter Syndrome

, 132–133

Industrial/organizational psychology (I/O psychology)

, 57

Informational influence

, 169–170

Institutional perspective

, 28–29

Integrated Postsecondary Educational Data System (IPEDS)

, 8–9

Interest convergence

, 25, 27–29, 31

Intersectionality

, 80–81

Invisible labor

, 40

Ivory Tower

, 90

K-12 education

, 67–68, 77

Kentucky

, 104

Kentucky State University (KYSU)

, 104–105

office of institutional research

, 105

Know-your-place aggressions

, 91

Leader’s narrative

, 120

Leadership and Mentoring Institute (LMI)

, 138–141

Liberalism, critique of

, 25, 29–32

Look, The Language, and The Games, The

, 30–31

Mammy

, 82

May the Work I’ve Done Speak for Me: Tenure and Promotion (Johnson)

, 3–4

academy

, 56–59

biodata

, 54–56

cosmopolitan college

, 61–64

rural university

, 60–61

Mentor

, 41–43, 128–129

Mentoring

, 128–129

to mitigating tenure process

, 161–162

moment

, 134

“Mentors in my mind”

, 133–135

Mentorship

, 10, 15–16, 98, 146, 150, 159–161

Mentorship Made the Difference: My Journey to an Unexpected Destination (Russell)

, 5

beauty and burden

, 128–129

end of day

, 143

formal and group mentoring experiences

, 135–137

jumping into deep end

, 132–133

mentors in my mind

, 133–135

postgraduate

, 131–132

reset

, 137–143

things

, 130–131

Microaggressions

, 74

Mid-level academic administrators

, 113

Mid-Managers Institute (MMI)

, 135–137

Minority serving institutions (MSIs)

, 8, 137–138

Mismeasure of Man, The (Gould)

, 29

My Time in the Academy: A Cautionary Tale (Minor)

, 4, 67–68

lessons

, 70–71, 75, 77

Narrative analysis

, 120

National Association of Diversity Officers of Higher Education (NADOHE)

, 27–28

National Center for Educational Statistics (NCES)

, 7–8, 167–168

National Council for Accreditation of Teacher Education (NCATE)

, 70

National Science Education Standards (NSES)

, 171–172

National Science Foundation (NSF)

, 171–172

Negro

, 108

Networking

, 18–19

Non–African-American faculty

, 17

Non–tenure track positions

, 188

Normative professional socialization

, 113–114

Organizational support

, 10–11, 16–17

Othermothering tendencies

, 140

Palmer, Robert, T.

, 38–44

research

, 41–43

service

, 43–44

teaching

, 39–41

Personality psychology

, 168–169

PhD to Professor: An Open Letter to A Young Scholar

, 3

Palmer

, 38–44

recommendations

, 50–51

Williams

, 44–50

Plight of the Black Academic, The

, 2

Post-racial society

, 30

Postundergraduate ROs

, 172

Predominantly white institutions (PWIs)

, 8, 19, 23–24, 28, 39, 43, 77–78, 130, 148, 184, 187

Professional

identity

, 119

socialization

, 116–120

Professionalization theory for part-time faculty

, 117

Program Coordinator

, 76

Psychic liberation

, 118

Psychology students

, 176, 178

Publication process

, 41

Qualitative approach

, 5

Quality Enhancement Program (QEP)

, 174

Racial battle fatigue in faculty (Palmer)

, 39

Racial microaggressions

, 30–31, 108

Racism

, 81

as normality

, 25

Representation

, 139

Research experience (RE)

, 167, 171–172

Research opportunities (ROs)

, 166, 171–172

Road to the Doctorate, The

, 56–59

Sapphire

, 82

Self-concept

, 119

Self-reflection

, 11–12

Sexism

, 81

Simmons College of Kentucky

, 104

Slave plantation

, 90

Small Town America

, 70–71

Social justice, commitment to

, 25

Social psychology

attitudes, and behavior

, 169

of classroom in classroom

, 170–171

in education

, 168–170

painting picture of social psychology within classroom

, 171

supplementing educational psychology with

, 170

Socialization

, 117

Sociology

, 168–169

Souls of Black Folk, The

, 108

Southern Association for College Student Affairs conference (SACSA conference)

, 136

Southern Association of Colleges and Schools (SACS)

, 62

Specialist/expert/professional adjunct faculty

, 116

Spook That Sat by the Ivory Tower: A Scholarly Personal Narrative of a Black Man’s Tenure-Track Journey in the Academy, The (Whitaker)

, 3

Spook Who Sat by the Door, The

, 23–24, 28

Spook Who Sat by the Ivory Tower, The

, 183–184

Strategic diversity leadership

, 28

Strengths Based Leadership

, 55

Student

development

, 162

importance of student–faculty interactions

, 153–154

Summer research experiences (SREs)

, 172

Support

, 10–11, 160

Systemic oppression

, 79

Teaching

, 142–143

assistantship

, 159

experiences

, 158

Tempered radicals

, 60–61

Tenure

, 147

committees

, 12

portfolio

, 154–155

tenure-earning track in academia

, 166

tenure-track instructional faculty members

, 106–107

tenure-track professorships

, 7–10

Theoretical sensitivity

, 120

Time

, 157–158, 160

Two Worlds: A Black Woman Scholar at a Diverse Historically Black College (Gilliam)

, 4, 104

Ubuntu principle

, 141–142

Ugly Truth of Being a Black Professor in America, The

, 2, 29

Undergraduate research opportunities (UROs)

, 171–172

Undergraduate students as researchers

, 171–174

University of Georgia

, 57

Unstoppable: A Black Woman’s Journey Through the Professorate (Rowley)

, 4

equity

, 82–83

gift

, 86–87

intersectionality

, 80–81

negative stereotypic images of black women

, 81

work–life balance

, 83–84

workplace stress

, 84–85

Using a Cross-Disciplinary Teaching Approach to Attenuate the Void: Building Educators and Researchers at a Historically Black College/University (Davis, Tani, Christon)

, 5–6

course delivery

, 175

implementation

, 174–175

implications

, 177–178

methods

, 174–177

research paper

, 177

resources

, 175

review of literature

, 167–174

teaching pedagogy and research engagement

, 175–176

Visiting Assistant Professor (VAP)

, 97

Voluntary adjunct faculty

, 115

W. E. B. Du Bois’ theory on double consciousnes

, 108–109

White Fragility

, 30–31

White institutions

, 29

White privilege

, 108

Whiteness as property

, 25, 32–33

Williams, Janelle L.

, 44–50

dedication

, 47–48

hard work

, 48–50

patience

, 50

Women of color

, 80, 82

Work–life balance

, 83–84

Workplace stress

, 84–85

Writing Across the Curriculum (WAC)

, 174–175