Leveraging Tokenism or “Pulling Up the Ladder”
Phenomenology of Black Faculty/Student Experiences at HWCUs
Bibliographic Data
| ID | 11260282 |
|---|---|
| Authors | Chad J Sloss (0009-0005-2201-9532, Wittenberg University, corresponding author) |
| Year | 2024 |
| Volume | 99 |
| Issue | 2 |
| Pages | 209-221 |
| Publication date | 2024-03-14 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Peabody Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0161-956X • E-ISSN: 1532-7930 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0161956x.2024.2331937 |
| OpenAlex | W4393201541 |
| Language | EN |
| Citations received | 1 |
| References cited | 47 |
The topic of affirmative action has been a subject of intense debate, with both proponents and opponents offering compelling arguments. Justice Clarence Thomas, an associate justice of the U.S. Supreme Court, has consistently expressed strong reservations about affirmative-action policies, viewing them as a form of reverse discrimination that may "hinder the principles of meritocracy and equal treatment under the law." However, it is crucial to examine the personalized experiences and consider the nuances, such as underrepresentation and microaggressions, that surround affirmative action. This study utilizes a symbolic interactionist and phenomenological approach that pulls from the individualized/collective experiences of Black students/faculty at historically White colleges and universities (HWCUs) and examines their sociocultural experiences on campus. Findings from this study highlight the continuing discriminative practices and "peer to peer" interactions that Black students/faculty must navigate at HWCUs and the strategies utilized to circumvent mistreatment and institutional adversities. Data from this study provide more context for the ongoing conversation pertaining to affirmative action, "peer to peer," and institutional discrimination that Black students and faculty experience at HWCUs. In this article, I examine the concept of "leveraging tokenism," a strategy that Black students and faculty utilize to circumvent underrepresentation and racial microaggressions
Epistemology · Mathematics education · Pedagogy · Phenomenology (philosophy · Political science · Public relations · Sociology · Tokenism · Critical Race Theory in Education · Higher Education Research Studies · Psychology · Racial and Ethnic Identity Research
Black Male College Achievers and Resistant Responses to Racist Stereotypes at Predominantly White Colleges and Universities
The Black Box
A Critical Race Counterstory of Race, Racism, and Affirmative Action
Chapter Five the Educational Benefits of Diversity
The Culturally Engaging Campus Environments (Cece) Model
Racial microaggressions in everyday life
Symbolic Interactionism
Intraracial Dynamics of Black Professors’ and Black Students’ Communication in Traditionally White Colleges and Universities
Sociocultural Theories, Academic Achievement, and African American Adolescents in a Multicultural Context
Beasting” at the battleground
The Burden of Proof
The case for greater faculty diversity
The impact of microaggressions on Black college students’ worry about their future employment
Examining first-generation college student lived experiences with microaggressions and microaffirmations at a predominately White public research university
Racial microaggressions and difficult dialogues on race in the classroom
African American males in higher education
Connecting the dots
Striving Toward Effective Retention
Black students in U.S. higher education
Racial Justice Beyond Credentials
Historically White Universities and Plantation Politics
Exploring Underrepresentation
You Would Not Believe What I Have to Go Through to Prove My Intellectual Value!” Stereotype Management Among Academically Successful Black Mathematics and Engineering Students
The Impact of College Racial Composition on African American Students' Academic Self-Concept
Racial Microaggressions
Stress and Satisfaction in College Years of Black Students
An Investigation of Academic Self-Concept and its Relationship to Academic Achievement in African American College Students
| Citations per year | 1 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |