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.
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IJAHSS by IPRPD is licensed under a Creative Commons Attribution 4.0 International License.