Systemic Racism is Preventing Black Women from Getting Tenure
Within the ever-evolving labyrinth of academia exists a problem as old as higher education itself. white faculty have dominated the halls of most academic institutions since inception. Taking it a step further, higher education in general was never built with anyone else in mind than the sons of affluent white men in the United States. Goal? Reproduce the same white hegemonic thinking that had given rise to the great American experiment. In our post-modern world, that type of thinking does not work. Everyone is told they have agency and choice and that the true pathway to upward social mobility is through education. This means that the doors of colleges and universities needed to open for people whom they were never intended to serve. Non-white students from across the globe have descended upon the country with hopes and aspirations of greatness through their educational achievements under the influence of the myth of a meritocracy.
When they arrive to attend class, non-white students find themselves sitting in front of white faculty who “treat all students the same” and never “make exceptions” and “mandate attendance” and then experience an educational journey that fails to recognize and validate the cultural nuances necessary for their education to be successful. In a recent article I read, the experiences recounted by Dr. Grier, Dr. Whitehead, and Dr. Williams-Forson offer profound insights into the systemic challenges embedded within the tenure process for Black women scholars.
Dr. Grier’s pioneering efforts in diversifying the faculty at American University’s Kogod School of Business stand as a beacon of progress, yet they also serve as a stark reminder of the uphill battle faced by many Black academics across the nation. Central to this narrative is the indispensable role of representation. Dr. Grier eloquently underscores the significance of having diverse scholars within academic institutions, not only for the enrichment of perspectives but also as crucial mentors and role models for students of color. In a landscape where Black women constitute only a minuscule fraction of tenured professors, their presence becomes more vital in nurturing inclusive learning environments and challenging entrenched biases.
Of course, the path to tenure remains riddled with systemic inequities. Metrics of outstanding teaching, research, and service were originally designed to apply to white students and then extended to serve non-white students with an unproductive perspective of color-blind racism. Dr. Whitehead’s and Dr. Williams-Forson’s accounts lay bare the disparities in support and recognition faced by Black scholars, juxtaposed against the relative ease afforded to their white colleagues. Despite their scholarly contributions and accolades, they grapple with a tenure process that often fails to acknowledge their achievements on equal footing.
Recent headlines have featured other Black women like Dr. Nikole Hannah-Jones and the controversies surrounding tenure decisions serve as poignant reminders of the pervasive nature of these challenges. The denial of tenure to Dr. Hannah-Jones, despite her exceptional credentials, and the ensuing discourse around academic freedom underscore the urgent need for systemic change within higher education institutions.Yet, amidst these tribulations, there are glimpses of progress. Dr. Grier’s elevation to an endowed chair symbolizes a step forward in recognizing the contributions of Black women scholars. Moreover, her advocacy for expanded support programs reflects a growing acknowledgment of the need to address institutional barriers and create more inclusive pathways to success.
In the face of adversity, the resilience and determination exhibited by Dr. Grier, Dr. Whitehead, and Dr. Williams-Forson stand as testaments to the indomitable spirit of Black women scholars. Their unwavering commitment to opening doors and paving the way for future generations underscores the transformative power of representation and mentorship within academia. As they continue to navigate the complexities of the tenure track, their stories serve as catalysts for broader conversations around equity, justice, and the imperative of building truly inclusive academic communities. Dr. Grier’s recent promotion to an endowed chair in the Kogod School of Business represents not only a personal milestone but also a pivotal moment for fostering diversity and inclusion within academia. With nearly two decades of dedication to American University, her ascent to this esteemed position signifies not just individual achievement but also a collective triumph for underrepresented voices in higher education.
As she assumes her new role, Dr. Grier remains steadfast in her commitment to expanding opportunities and dismantling barriers for aspiring scholars. Her vision extends beyond mere representation to the creation of supportive environments where talent can thrive irrespective of background or identity. Recognizing the need for systemic change, she advocates for the enhancement of existing programs to not only facilitate entry into tenure-track positions but also to ensure equitable pathways to promotion and recognition.
In parallel, Dr. Williams-Forson echoes this sentiment, emphasizing the transformative potential of mentorship and advocacy in shaping the future landscape of academia. For her, the attainment of full professorship is not just a personal achievement but a means to leverage her position to uplift others. By actively opening doors and paving the way for those traditionally marginalized within academia, she seeks to cultivate a culture of inclusivity and empowerment that transcends individual success. Their collective efforts underscore a broader shift towards a more equitable and supportive academic ecosystem — one where talent is nurtured, barriers are dismantled, and opportunities are extended to all who aspire to pursue knowledge and scholarship. Through their leadership and advocacy, Dr. Grier and Dr. Williams-Forson exemplify the transformative power of representation and mentorship in fostering inclusive excellence within higher education.