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RIP Jim Crow

Fighting Racism through Higher Education Policy, Curriculum, and Cultural Interventions


Edited By Virginia Stead

Together we can build enough momentum to see Jim Crow lying silent and still in his grave.
This book shouts out ways that we can and must respond to the sickening accumulation of racially inspired and systemically sanctioned deaths. Today, we remember the passing of young, Black Michael Brown in Ferguson, Missouri. In responding to this event, we are determined to dismantle the alexithymia (indifference to the suffering of others) that pervades our campuses. It is nothing less than a by-product of racism protected by the illusion of democracy.
RIP Jim Crow contains three sections: (1) Antiracist Theory and Policy; (2) Antiracist Administration, Curriculum, and Pedagogy; and (3) Antiracist Cultural Interventions.
Each of the 31 chapters contributes to the normalization of anti-racist policy within academic institutions, antiracist discourse within academic cultures, and institutional praxis that upholds speaking out against racist activity. The hope is that this book will also reduce racism in the broader world through academic relationships with community partners.
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Chapter Twenty: Culturally Competent Faculty for the Future: Leading Forward in Addressing Racial Bias



Culturally Competent Faculty FOR THE Future

Leading Forward in Addressing Racial Bias


Just because university faculty members are well informed within their discipline specializations does not mean that they know how to address racial bias—either their own or that of their students. The scholarly conversation is rich with articles about developing cultural competence in college students, especially in health and counseling professions (Beach et al., 2005; Zalaquett, Foley, Tillotson, Dinsmore, & Hof, 2008), but disturbingly silent in addressing the need for cultural competence development for faculty. The focus for many authors is on the development of the culturally competent classroom and the multicultural campus (Ayers, 2001; Gay, 2010; Pope & Mueller, 2005), but where is the focus on developing culturally competent faculty? Faculty members teach from who they are, not just from what they know.

This chapter will explore the nature of cultural competence in higher education and expand to provide a portrait of a culturally competent faculty member who can address his/her own racial bias and that of his/her students in higher education. We will begin by clarifying the definitions of cultural competence, racial bias, and contact hypothesis. The second section will expand on these definitions to provide a portrait of a culturally competent faculty member. This portrait will detail the essential skills for addressing racial bias in self and others.

The third section will...

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