Arts , Humanities & Social Science

Abstract

Black faculty are essential in the success of the experiences of Black graduate students. Given the low representation of Black faculty in academia, Black faculty are looked upon to assist in areas of diversity and provide service on diversity related programs. Black faculty are committed to serving in diversity roles, and value the opportunity to serve in mentoring and advising roles for students of color. Often times these service responsibilities can take time away from tenure and promotion responsibilities. While Black faculty provides service to initiatives of diversity and supports graduate students of color, who supports Black faculty? The purpose of this study was to highlight the experiences of three Black Assistant Professors in the academy to understand their experiences and perceptions as it relates to working with students of color, and the role of diversity in tenure and promotion. Utilizing Triple Quandary Theory, this study explores the experiences of Black Assistant Professors and their experiences with diversity service initiatives. This study sheds light on Black Assistant Professors’ experiences and perceptions as it relates to working with students of color, and the role of diversity in tenure and promotion process. Implications are provided based on the overall results of this study.