Women Faculty of Color in the White Classroom.
New York: Peter Lang Publishing, Inc. 367 pp.
What is it like for women of color to teach in predominantly White college classrooms? This project is about the pedagogical implications of diversifying the faculty of higher education. The anthology compiles narratives by women professors of color who interrogate their classroom experiences in predominantly White U.S. campuses to examine the impact of their social positions upon their classroom practices and their teaching-learning selves. The authors reflect upon their unique classroom challenges and talk about the teaching-learning strategies they use to find rewards in their interactions with students. The anthology explores the larger question of how social distinctions shape classroom social life, and it hopes to be a resource for those concerned with enabling the diversification of the faculty of institutions of higher learning.
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Vargas, L. (Ed.) (2002). Women Faculty of Color in the White Classroom. New York: Peter Lang Publishing, Inc. 367 pp. |
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By G. Bhattacharyya (2003), Ethnic and Racial Studies 26.4, 764-5
by M. Knight (2003), Academe 89.4
by D. Bruff (2003), Teaching Forum 5.2, Center for Teaching, Vanderbilt University
by M. Miller (Oct. 2002),
Feminist Academic Press Column
Vargas, L. (1999). When the "Other" is the teacher: implications of teacher diversity in higher education. The Urban Review 31(4), 359-383.
© 2003, Lucila Vargas. All rights reserved.
This page was last modified on December 22, 2003.