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"It is common practice for colleges and universities to tout the diversity of their faculty, staff, and students in marketing materials and mission statements, but one must look beyond the shiny veneer of websites and brochures to understand the daily challenges faculty of color face in academia. In 2000, people of color comprised only 12.9% of full-time faculty (Diggs, Garrison-Wade, Estrada, & Galindo, 2009). The texts Faculty of Color: Teaching in Predominantly White Colleges and Universities, edited by Stanley, and Women of Color in the White Classroom, edited by Vargas, are collections of reflections by faculty members of color on their experiences in academia. Although the Vargas (2002) text focuses specifically on women faculty of color and the Stanley (2006) text on both male and female faculty of color, there are two main themes that surfaced time and time again: the impact of campus climate on faculty of color and the impact of coalition building, which is critical to the success of faculty of color. The consideration of these two common themes allows a better understanding of how campus climates can be modified to improve the experience of faculty of color and which coalitions are most effective in supporting faculty of color in higher education."
Bilingual, Multilingual, and Multicultural Education | Education
Carlos, Stephanie, (2016). Campus Climate and Coalition Building for Faculty of Color. In Betty Taylor (Ed.), Listening to the Voices: Multi- ethnic Women in Education (pp 69 - 78). San Francisco, CA: University of San Francisco.