The Imperatives of Community Service for Afrocentric Academics

Abstract

This article suggests the expansion of service in the academy so that underrepresented students on and off campus benefit from the presence of nondominant co-cultural faculty. Using Afrocentricity as a foundation, the writers call for a reconceptualization of service to include the communities of the co-cultural professors as a means of providing role models, academic assistance, and potential co-cultural students for the particular institution. Personal narratives serve as examples of how an Afrocentric approach to service can empower and embrace students of African descent while also helping to create a more inclusive educational environment.