Civic engagement, service-learning, and faculty engagement: A profile of Black women faculty

Abstract

Existent research on African American (or Black) women faculty suggests that they are disproportionately overlooked during the tenure and promotion process, largely due to the academy's overvaluing of research activities and undervaluing of service-based and teaching activities. These studies largely utilize qualitative inquiry to develop a narrative about the experiences of Black women faculty. The current study seeks to test this narrative quantitatively by using a large-scale sample of faculty engagement survey data to compare Black women faculty's encouragement of civic engagement and use of service-learning to that of their Black male, White female, and White male counterparts. Findings suggest that Black women faculty are more encouraging of civic engagement among their students and include more service-learning within their courses than others.