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Journal Article

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
https://www.jstor.org/stable/25676110
Page Count: 13
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Exploring How African American Faculty Cope with Classroom Racial Stressors
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Abstract

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.