Narratives of Black and Latino Faculty at a Midwestern Research University

Abstract

Scholars have asserted that the diversification of college faculty is an essential part of preparing students to be citizens in a multicultural society (Cole & Barber, 2003). Nonetheless, colleges and universities have been slow to respond to the growing needs of students and have not always been responsive to the changing environment (Birnbaum, 1988). Based on a qualitative study of ten faculty members at a Midwestern research university (MRU), this article provides a descriptive analysis of the experiences of Black and Latino faculty. Analyzed through a critical race theory framework, there were four emergent themes in the findings: faculty time allocation, faculty member support, campus cultural climate, and faculty impact on student experience. The paper concludes with implications for Black and Latino student engagement and suggestions for higher education policy and practice.