Abstract
Recently the MLA and its affiliate ADE produced two significant reports that highlight the professional challenges currently facing the profession, one from the MLA Task Force on Evaluating Scholarship for Tenure and Promotion and the other from the ADE Ad Hoc Committee on the Status of African American Faculty Members in English. While the MLA report focuses on the increasing demands being placed on faculty members in the tenure and promotion process, the ADE report details the particular difficulties that African American graduate students and faculty members contend with as they navigate the various stages of ca reer development. These two issues are not unrelated. Both reports make important and concrete recommendations on how to create more diverse academic communities that foster the expansion of the field in terms of scholarly contributions and on how to promote specific institutional prac tices that work to ensure that the professoriat more adequately reflects the population at large. These publications provide a much-needed institu tional context for understanding individual narratives of racialization and marginalization many of us witness in the profession. These reports, the result of massive effort and care, will only prove significant, however, if they are circulated, discussed, and integrated into the ongoing conversa tions all of us engage in about what it means to be part of the academy. This article and the two others (by Williams and by Justice and Barker) published in this issue of Profession under the heading taken from the ADE
Published Version
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