College teaching on sacred ground: Judeo-Christian influences on Black women faculty pedagogy

Abstract

This study examines the perceptions and ideals of Black women faculty in the US who self-identify as possessing strong faith commitments within a Judeo-Christian denomination. The study considers the influence religio-spirituality has on their perceptions of pedagogy and student engagement. There are four major findings that emerged in this study, organized within two veins: (1) Religio-spiritual educator ideal as a guide for ways of being and teaching in the academy; and (2) Religio-spirituality’s relationship to equity and emancipation. This study is significant in that it identifies a largely under-theorized religio-spiritual frame employed by many Black women faculty in the US, and contributes to the literature in its exploration of the ways Judeo-Christian Black women faculty can serve as important resources and change agents in US higher education.