Outsiders within the Academy: Strategies for Resistance and Mentoring African American Women

Abstract

We, African American women professionals in higher education, make visible the continued presence of race and gender oppression, and the hegemony that supports systems of oppression the academy (Dillard, 2000; Patton, 2004ab). Race and gender differences in patterns of employment, rank, and personal experiences academic units are illustrative of the interlocking nature of race and gender oppression that have multiple influences (Combs, 2003; Wright Myers, 2002), including pathways to doctorate studies, institutional hiring practices, tenure and promotion processes, organizational behavior, and professional relationships. Further, Black women are more likely to report organizational barriers to advancement and have more negative views of academic or departmental climates. They also are less likely to indicate that their scholarship is valued, that they are respected by their colleagues, and that they are viewed as legitimate scholars compared to White women, men of color, or White men (Thomas & Hollenshead, 2001).Because career advancement and greater retention rates are among the most reported benefits of mentoring, mentoring is one form of resistance to systems of oppression, organizational barriers, and other negative dynamics experienced by Black women faculty. Mentoring also reduces social isolation and helps one to manage different academic roles (Bova, 2000; Holmes, Land, & Hinton-Hudson, 2007), making it one of the most viable coping and resistance strategies. Yet, a discussion of mentoring without acknowledging the intersections of race and gender, their implications predominately White institutions, and forms of resistance would not address fully the needs of Black women in the academy, beckoning the use of a cultural-inclusive approach to working with African American women in the academy.Therefore, to frame the current discussion on mentoring, we use core themes of Black Feminist Thought (Hill Collins, 1986; 1991) to situate Black women faculty in the academy. Part of our framework includes three sites of tension and resistance: (a) the Mammy-Sapphire continuum of existence, (b) inequality without reverence to credentials, expertise, and professional experiences, and (c) White privilege that dismisses the intersecting realities of racism and sexism. We then suggest a model of peer mentoring that allows for the careful integration of the socio-political tensions, such as race and gender as critical factors when mentoring African American women faculty (Benishek, Bieschke, Park, & Slattery, 2004). Inside the current article, we offer a few biographical narratives to place a face on the issues presented.Black Feminist Thought: Articulating the Outsider WithinPatton (2004a) argues that rather than the university being a place to explore diversity and to embrace diversity, universities often become complicitous in domination and oppression (p. 190). The fracturing between the politics, language, and practices of liberal universities is the uncomfortable nexus inhabited by Black women, which positions us as the academy (Dillard, 2000; Patton, 2004ab). Patricia Hill Collins (1986), in her classic essay on learning from the outsider within, argues that African American women scholars have the potential to use insight from their experiences at the intersections of race, gender, and class to ask new research questions, and to bring a new lens that reflects a Black woman's standpoint. Consistent with the promise of diversity and inclusion, Black women in higher education have the potential to challenge, innovate, and make evident that which was unseen by conventional disciplinary lens. Hill Collins (1986), however, acknowledges the status of outsider academe is inherently problematic if there are no transformations in institutions in which are a part of, and if the meanings assigned to Black women faculty remain unchanged. Thus, African American women as outsiders within the academy is a metaphor that not only evokes transformative promise but also exclusion, isolation, and subordination where one's work and contributions are viewed as less valued, less critical, and less deserving of compensation and recognition. …