Racial Battle Fatigue in Faculty

Nicholas D. Hartlep is the Robert Charles Billings Endowed Chair in Education and is the Chair of the Education Studies Department at Berea College, Kentucky, USA. Daisy Ball is Assistant Professor and Coordinator of the Criminal Justice Program in the Department of Public Affairs at Roanoke College, Virginia, USA.

• Series Editor IntroductionForeword by William A. SmithPrefaceChapter 1:The Battle of Racial Battle FatigueNicholas D. Hartlep and Daisy BallPart I: The Racialized Experiences of African Americans in U.S. Higher Education Chapter 2: Double Consciousness and Racial Battle Fatigue at a Community College: A Peculiar SensationRobin R. FordChapter 3: Teaching While Black: My Experience as a Faculty Member at a Predominantly White InstitutionRobert T. PalmerChapter 4: I Feel No Ways Tired: The Exhaustion from Battling the Pathology of Whiteness Cleveland HayesPart II: The Racialized Experiences of Asian Americans in U.S. Higher EducationChapter 5: Navigating Weird Comments, Stereotypes and Microaggressions as Southeast Asian American Faculty at a Predominantly White Community CollegeAndrew Cho and Sopang "Pang" MenChapter 6: When You Name a Problem, You Become the Problem: (En)Countering Whiteness at a Small, Liberal Arts College as a South Asian American Tenured Professor Anita ChikkaturChapter 7: Ignored, Pacified, and Deflected: Racial Battle Fatigue for an Asian American non-Tenure Track Professor Takumi C. SatoPart III: The Racialized Experiences of Latinx in U.S. Higher EducationChapter 8: Intersectional Competence Within a Diverse Latinx Community: Conceptualizing Differences at a Hispanic Serving InstitutionMildred BovedaChapter 9: "Counterspaces" and Mentorship as Resources for Immigrant Faculty of Color Facing Racial Battle FatigueNadia I. Martínez-CarrilloChapter 10: At the Intersection of Gender and Race: Stories from the Academic Career of a Recovering SociologistPamela Anne QuirozPart IV: The Politicized Experiences of Native Americans in U.S. Higher EducationChapter 11: Tribal College American Indian Faculty Perspectives On Sub-Oppression, Racial Microaggression Shandin H. Pete and Salisha A. Old BullChapter 12: Research and Resistance: Reasons for Indigenous Research MethodologiesDawn QuigleyChapter 13: Recommendations to Support Indigenous facultyJameson D. LopezPart V: The Racialized Experiences of People of Color in Diversity-Related Faculty Fellow Positions and Non-Tenure-Track Positions in U.S. Higher EducationChapter 14: The Convenient, Invisible, Token-Diversity Hire: A Black Woman’s Experience in AcademiaPaula R. BuchananChapter 15: Experiencing Ellison’s "Battle Royal" in Higher EducationMartel A. PipkinsChapter 16: Ivory Tower Respectability and el Estado de Estar HartaSayil CamachoAfterword: Paying Professional Taxes: Academic Labor Cost for Faculty of Color and Indigenous FacultyNoelle W. Arnold

"Hartlep and Ball have worked together to assemble a powerful anthology that reminds social justice laborers that scholars of color and American Indian scholars continue to fight intellectual and physical battles that tire us, but do not knock us down! Chapters sing a chorus of testimonios that not only name struggles but name the tools they use to combat them, learn from them, and transform them as fuel to keep up the good fight for those who came before us, for those we work for and with, in the present, and for those we can only hope will have a smoother journey ahead." —René Antrop-González, Dean and Professor, School of Urban Education, Metropolitan State University, USA"Piercingly accurate, painfully validating, and purposefully written. This book is a sobering reminder of the importance of collectively engaging in racial politics in higher education. This collection of autoethnographic accounts of Faculty of Color demonstrates that there is great power and healing potential in naming and collectively challenging the labyrinth of racism in higher education. The counterstories shared and concrete recommendations offered–for both institutional policy and practice, as well as individual tactics of resilience and resistance–expose White Supremacy and the relentlessness of intersectional oppression while also empowering faculty and administrators with specific strategies for fostering racial equity in higher education."—Aeriel A. Ashlee, Assistant Professor of College Counseling and Student Development, St. Cloud State University, USA"While access to positions in higher education for faculty of color have increased over the decades, among these progressive advancements, however, conditions related to campus climate often remain difficult at best, particularly in white majority-dominated institutions. Hartlep and Ball have assembled a veritable gift box filled with an impressive diverse group of educator-scholars who discuss, from their particular and personal positions as racially minoritized faculty, conditions, stresses, and campus climates working within these institutions."—Warren J. Blumenfeld, Lecturer, College of Education, University of Massachusetts Amherst, USA"Racial Battle Fatigue in Faculty brings together an impressive cadre of faculty of color who poignantly discuss how Whiteness manifests itself across institutional type. Each chapter captivates the reader and provides rich context and unfortunately painful narratives about how scholars of color survive and thrive despite encountering racial macro-and micro-aggressions. This text should be read by scholars of color considering pursuing academia as it provides nuance about the challenges and opportunities for scholars of color navigating hostile institutions. Moreover, this text should be read by White faculty and administrators to understand how institutional racism and norms push scholars of color to the margins and how they can dismantle these systems to make institutions of higher education safe for faculty of color."––Ramon B. Goings, Assistant Professor of Educational Leadership, School of Education, Loyola University Maryland, USA"The permanence of RBF is clear and present with resounding evidence chapter after chapter.[...]These autoethnographic accounts offer a raw and vulnerable view into RBF, an experience that is webbed at multiple and intersecting layers of experiences for faculty of color and Indigenous faculty.[...]The actionable strategies noted in each chapter also offer hope in that there are pragmatic suggestions that can dismantle—over time—the institutional role that permeates and sustains RBF."––Rosa M. Banda & Alonzo M. Flowers III, Teachers College Record"A variety of institutions are represented, including community colleges, and the final chapters are devoted to the unique experiences of diversity fellows and non-tenure-track faculty. Each chapter reveals painful but all too common experiences, illuminating challenges and accomplishments of faculty of color in white-dominated higher education institutions. Perhaps most important, each chapter ends with actionable strategies, not just for faculty who experience RBF but also for white faculty and administrators who wish to combat racism in higher education. Faculty and administrators across higher education should read this book. It is also a worthwhile read for graduate students."––R. Price, independent scholar, CHOICE