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Exploring How African American Faculty Cope with Classroom Racial Stressors
Chavella T. Pittman
The Journal of Negro Education
Vol. 79, No. 1 (Winter 2010), pp. 66-78
Published by: Journal of Negro Education
Page Count: 13
You can always find the topics here!Topics: African Americans, Psychological stress, Racial discrimination, Coping strategies, Racism, African American studies, Higher education, White people, Class discussion
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This study was an examination of how African American faculty discussed their coping with racially stressful classrooms. Despite aims for racial equality in higher education, the classroom has been a significant site of racial stressors for African American faculty. Analysis of interviews with 16 (8 women, 8 men) African American faculty at a large, predominantly White, university revealed that African American faculty use group-specific coping strategies for classroom racial stressors. Specifically, they coped by creating safe space for students, employing assertive actions to establish authority, questioning students' thinking, and focusing on learning goals for students.
The Journal of Negro Education © 2010 Journal of Negro Education