Disrupt the “Not-Telling” Gatekeeping Issues on the way to Tenure and Promotion for Black Women at HBCUs, MSIs, and PWIs

Black women earn 67% of all doctorates earned by Blacks in the United States, yet their presence in higher education as tenured professors remains dismally low. This drastic gap between educational attainment and employment can largely be traced to the structural constraints of both racism and sexism and continues to create obstacles for talented Black women scholars and researchers. In Disrupt the "Not-Telling", Leah P. Hollis, Tara B. Blackshear, and Raquel Muñiz have gathered an expert group of Black scholars to examine why Black women have been excluded from tenured roles in higher education institutions. Broken into two sections, the first focuses on empirical research and narratives from Black women in predominantly white institutions, detailing their tenure and promotion experiences. The second unit sheds light on the challenges faced within Historically Black Colleges and Universities (HBCUs) and Minority Serving Institutions (MSIs). Employing a range of theoretical approaches, case studies, and phenomenological approaches, the book analyzes higher education processes and their inequitable impact on Black women. Beyond highlighting the problem, this volume offers theoretically sound approaches and recommends solutions that can assist colleges and universities in creating and maintaining an equitable path to tenure.

1 - Retaining Black Women Faculty: Cultivating an Equitable Teaching Environment
2 - Walking in Acid Rain: Black Women Faculty, Microaggressions, and Coping Strategies in the Third Space
3 - The "Burden of Service" as a Barrier to Earning Tenure for Black Women: Policy Implementation for Transformative Change
4 - Black Women Academics and Title VII Lawsuits: Academic Bullying as a Form of Gendered Race Discrimination
5 - Learning to Dance in the Rain: Surthrival in Academia While Black and Female
6 - Carving Space: Two Stories of Tenure in the Architectural Academy
7 - If the Sisterhood Turns Sour: The Tenure Process of a Black Woman at a Predominantly White Institution
8 - The First and Only is Lonely: Trailblazing in Hazardous Conditions
9 - Queen Bees in an Apathetic Ecosystem of Higher Education Incivility
10 - Nah, Get Somebody Else To Do It: Autoethnography on Resistance to the Superwoman Syndrome During the Pre-tenure Years
11 - Sister Circles as a Resistance and Resilience Tool in the Tenure and Promotion Process
12 - "You Don't Get to Decide My Fate": Narratives of Two Black Women Faculty in Academia
13 - Resistance & Resilience: Systemic Gatekeeping in the Tenure Process for Black Women at Predominantly White Institutions, Historically Black Colleges and Universities, and Minority Serving Institutions: Black Does Crack
14 - It's Complicated. Or Is It? Strategies for a Perplexing Problem

Leah P. Hollis is Associate Dean and a professor at the Pennsylvania State University. She is a noted national and international expert on workplace bullying, with her recent book, Black Women, Intersectionality and Workplace Bullying, Intersecting Distress, as an extension of her work on bullying in higher education. Hollis is also the lead consultant in her firm, Patricia Berkly LLC, that offers trainings, workshops keynote speeches, and has served as an expert witness in federal court. In 2024, AERA awarded her the Social Justice in Education Award, in recognition of an extraordinary impact on social justice through educational research. Tara B. Blackshear is an equity scholar and currently Associate Professor of Kinesology at Towson University. She examines the social determinants of health and physical activity and inequities in education with a particular focus on racism and its impact on Black women, Black youth, and people of color. Dr. Blackshear's research has garnered national and international attention. She has begun to impact institutional change, policy, and practice, as evident in her participation in global media and consultation with organizations and agencies seeking to create culturally responsive, equitable environments. Dr. Blackshear's candid perspective has effectively transformed performative institutional gestures into measurable outcomes with accountability. Raquel Muñiz is Associate Professor of Law and Education Policy at Boston College and studies how law and policy shape educational equity and how the use of knowledge, including research, can improve law and policy in education in furtherance of educational equity. Her work appears in top peer-reviewed social science and law journals (e.g., Educational Researcher) and has been widely recognized. She is a William T. Grant Scholar (Class of 2029) and the 2024 Education Law Association's Steven S. Goldberg awardee for outstanding scholarship. Her research has been funded by the William T. Grant Foundation, The Spencer Foundation, and AccessLex Institute/American Institutes for Research.