A Long Way to Go: Conversations about Race by African American Faculty and Graduate Students highlights the experiences and coping strategies of faculty members and graduate students pursuing Ph.D.s who have successfully navigated the academy despite hostile environments and hurdles that cause many to avoid or leave the academy. African American students and faculty often face problems such as isolation within a white environment, the misinterpretation of confidence as aggressiveness, and the need to work twice as hard as white peers in order to be taken seriously in their chosen careers. This book will assist both doctoral students and junior faculty in successfully completing the graduate school experience and transitioning into tenure-track positions, and will be of great interest to all higher education faculty and administrators who must address the complex issues of diversity in recruiting and retaining graduate students and faculty.
New York, Bern, Berlin, Bruxelles, Frankfurt am Main, Oxford, Wien, 2004. XX, 275 pp., 2 fig.
Contents: Lee Jones: Foreword – Fred A. Bonner II/Marcheta Evans: Can You Hear Me?: Voices and Experiences of African American
Students in Higher Education – H. Richard Milner: African American Graduate Students’ Experiences: A Critical Analysis of
Recent Research – Joy L. Gaston: Preparing for the Professorate: What African American Students Should Know – Cassandra Sligh
DeWalt: In the Midst of a Maze: A Need for Mentoring – Theodorea R. Berry: Why Are These White Women Trying to Run My Life?
One Black Woman’s Experience Toward Earning a Doctorate – Sherick Hughes: Beyond the Silenced Dialogue: What We Tell Ourselves
When the White Academy Ain’t Hearin’ Us – Paul F. Bitting: So Grows the Tree: Some Assumptions Underlying the College Professorate
and Their Repercussions on Higher Education – Robin Hughes: The Dwindling Pool of Qualified Professors of Color: Suburban
Legends – Lisa D. Hobson-Horton: Avoiding the Clock Stoppers: How to Prepare for, Endure, and Survive the First Year of the
Professorate – Kimberly Lenease King/Ivan E. Watts: Assertiveness or the Drive to Succeed?: Surviving at a Predominantly White
University – Gloria Kersey-Matusiak: The Power of One Voice: Why Faculty of Color Should Stay in Small, Private, Predominantly
White Institutions – Dia Sekayi: From Disbelief, Presumption, and Disrespect to Membership in the Legacy of Competence: Teaching
Experiences at the HBCU and the PWI – James E. Osler II: The Crisis: Classroom Culture: Identifying and Analyzing Seven Factors
That Disable an Effective Collegiate Teaching Methodology – Cyrus Marcellus Ellis: «I Shall Not Be Moved»: Teaching Race in
a Multiethnic Classroom – Denise M. Taliaferro Baszile: «Who Does She Think She Is?» Growing Up Nationalist and Ending Up
Teaching Race in White Space – William A. Smith: Black Faculty Coping with Racial Battle Fatigue: The Campus Racial Climate
in a Post-Civil Rights Era – Lemuel W. Watson: Voice of Senior African American Faculty: Understanding the Purpose and the
Pursuit of Excellence through Teaching, Research, and Service – Amiri Yasin Al-Hadid: Griots and Rites of Passage: From Graduate
School to Professor with Tenure – Jerlando F. L. Jackson: An Emerging Engagement, Retention, and Advancement (ERA) Model for
African American Administrators at Predominantly White Institutions – Ella Forbes: 20/20 Hindsight – Sibby Anderson-Thompkins/
Marybeth Gasman/Cynthia Gerstl-Pepin/Karry Lane Hathaway/Lisa Rasheed: «Casualties of War»: Suggestions for Helping African
American Graduate Students Succeed in the Academy – Mark A. Williams: «I Got Mine, Now You Get Yours»: Derailing the Underground
Railroad – Etta R. Hollins: Epilogue.