How higher education is still missing the mark on diversity and inclusion
Millions of students will enter college classrooms for the first time this month; millions more will return for a new semester with packed schedules and (hopefully) eager enthusiasm. Most of these young people will never see a black professor at the head of the classroom.
The visible presence of black professors is a privilege most college students won’t have. Classrooms are still by and large safe white spaces, void of challenging topics in diversity and inclusion – made more prominent by the absence of color among the faculty. A lived experience and context of blackness in America is not lost on students who occupy spaces that, more often than not, treat racial divides as a discussion apart from their studies. If race in America is discussed at all, it is usually only flirted with to appease requirements for diversity and inclusion topics. When we think about academia – about the four years that shape ideologies, intellect and cultural intelligence – how much value do we place in the role of the black professor and the need for a more inclusive curriculum?
Nationwide, black professors occupy approximately six percent of teaching positions in higher education. I am part of the six percent. Having taught at both large research institutions and small liberal arts colleges, I have personally seen how diversity efforts shape the composition of faculty and the curriculum. It is inescapable that race and gender follow me into a classroom. The first impression students receive is inextricably linked to my identity: brown skin and a confident, female presence. Outside of the classroom, I am usually one of few persons of color on college-wide committees. A seat at the table doesn’t mean that you have a voice in the conversation. Shifting the processes that created a less inclusive environment takes deep commitment toward changing workplace culture, organizing hiring committees to reflect the values of a diverse institution, and ensuring that more students of color receive terminal degrees.
What I notice as I scan a room on the first day of class is the number of students I have of color, specifically those who share in my blackness. I take note of the demographics that fill this space – age, language, ethnicity, sexual orientation, religious symbolism, self-expression — all of the pieces that travel with a person. As I invite everyone to share in vulnerable discussions, I am often poised as an advocate for those who are, at times, unable to speak freely when grappling with the realities of their own lived experiences. The classroom acts as a release for some and a challenge for all. This is the setting that will spark passionate discussions – the space that will provide a safe haven for raw emotions. You can’t cut the wound of deep American pain without being responsible for the blood that spills out. In the classroom, we take steps in connecting experiences and challenging how we look at the world. Attaining knowledge involves an understanding of who we are and why we believe what we believe. The true value of education isn’t always found in the learning objectives or the course descriptions.
The first time I discussed race in a college classroom, it was met with equal parts hostility and gratitude. Some students adamantly opposed any notion that bias and structuralized racism exist. Further, they were offended that they may somehow be linked to privilege simply by the color of their skin. Others were eager to share personal experiences with a deep conviction that some things haven’t changed. In my experience, students are open to discussions when they feel safe because their views align with their classmates. When we decide to challenge worldviews, we are usually met with complaints or pushback. If students are given the opportunity to explore topics and curricula designed around diversity, equity and inclusion, they may be better prepared for the workforce that meets them after graduation. My style has refined over the years but the focus remains consistent: create a space that interweaves course materials and discussions to allow students to think broadly and deeply about real issues facing people of color and other marginalized populations.
We have begun making strides for diversity and inclusion in corporate workplaces but continue to ignore the predominantly white spaces that are created in higher education, creating a limited experience for students who deserve to see academia — an institution still highly regarded as elite intellectual achievement — in a multiracial frame. My white colleagues seldom speak of race, socioeconomic class, politics, gender, or other topics viewed as controversial. This often leaves the role of initiating these critical conversations in the hands of those who look like me. Some say it is uncomfortable to talk about, it negatively impacts faculty evaluations, it is not ‘their place’, or their own lack of education may offend a student of color. That type of thinking results in students leaving college well educated on theory and practice, but often uninformed of introspective critical thinking and the nuances of race, class, culture, and gender in the workplace. As we challenge them to understand foundational basics, we should be challenged to develop curricula that expands our own worldview and allows space for a truly transformative classroom experience for everyone.
The lived experience of blackness provides professors an opportunity to see different ways of teaching. Race can be taught in the context of any subject because it is present in every part of daily life and has vast implications. In marketing, for example, only five percent of professionals in the field are black. Since this is my area of focus, students will have poignant discuss that examine why diversity, specifically the inclusion of black and brown thoughts and voices, is vital in creating campaigns to reach those audiences. They also explore the narrow focus often given to black and brown marketing professionals to craft messages for singular audiences when they are fully capable of creating strategies apart from targeting people of color.
For students who are seeking academic allies and mentors – those whom they don’t have to explain the complexities of race in a collegiate space – they will often turn to professors of color. Are we creating higher education spaces for black and brown academics to thrive in? Do we also task ourselves with questioning the lack of Hispanic, Native American, Indian, and Asian professors at colleges and universities?
Openness to discussing critical topics is not reserved for professors who share in that experience. In fact, it is vital all faculty share in an effort to educate well-rounded students. Curricula should be examined through the lens of diversity, not as a checked box for activities and assignments. Colleges and universities should invest in training faculty on diversity-related pedagogy and develop protective measures for professors of color who receive lower rated student evaluations. Academics need to have compassionate freedom to error, especially those who fear retaliation for making missteps in advancing inclusive topics. The path to gain a PhD should be examined to question whether or not those degrees are reasonably attainable without the burden of student loans for people of color. Collegiate spaces dedicated to non-white faculty to connect, engage, and uplift each other may also become valuable assets for retention. While the list of sweeping changes may be extensive, the result is an educational environment that affords students a very special privilege – to see themselves and the world in the spaces in which they will learn. For me, it means that I will no longer be one of just six percent.
-Jennifer Sadler
Bio: Jennifer Sadler is an Assistant Professor of Marketing and Program Lead for a college in Chicago, IL. She has been recognized for innovative methods in teaching diversity.