AFRICAN-BORN WOMEN FACULTY IN THE UNITED STATES: LIVES IN CONTRADICTION
This study investigates the lived experiences of African-born female professors in the United States. The findings reveal similar themes found in the literature on other Black and foreign women, but also offer new perspectives on racialization, double discrimination, difference, relationships, citizenship, and scholarship.
“There is nobody better qualified than Dr. Rosaire Ifeyinwa Ifedi to uncover what it is like to be an African-born female professor in U.S. Academia. . . .[She] engagingly reveals how the racist morass traversed by the African female professors was a tangle of complexities that constrained and, at times, overpowered individual initiative. . . .They learned to pass a growing battery of traditional expectations, while at the same time, not undermining their own cultural roots and sense of self-esteem.” – Dr. Frank W. Hale, Jr., Vice Provost and Professor Emeritus at The Ohio State University
“For the first time, women born in Africa and teaching in American higher education have the opportunity to be heard in the scholarly literature, speaking about their life stories, their values, and their careers. . . .Dr. Ifedi’s study provides grounding for new understandings of diversity and why it matters. Her theoretical contributions to the concepts of identity, racialization, and difference are sure to provoke much additional discussion and inquiry.” – Dr. Carla Edlefson, Professor, Educational Administration, Ashland University
Table of Contents
2 Review of Literature: Challenges & Successes; Foreign Minority Women Faculty; African-born Women Faculty
3 Methodology: A Tapestry of Theoretical Frameworks: Black Feminist Thought; Africana Feminism, Critical Race Theory
4 Results of the Data Analysis: The Identity, Work, and Voice of African-born Women Faculty — African, Immigrant, and Professional Identities; Africanity and Accent; African American Identity; Racism; Difference; Gender; Counter-stories
5 Discussion: Racialization; The Intersection of Education, Culture, and Scholarship; Relationships Matter
Concluding Thoughts,Implications of Findings,Next Steps, References,Appendices, Index
“ . . . [The study] has re-introduced the vexed lives of this group, not to elevate or essentialize the group, but to offer new ways of thinking about racism, race consciousness, and women’s strength and feminism, among other things” (p.198).
“On the question of racial complexities, the implications suggested by racialization as a way of beginning to deal with negative racial relations may be important. For instance all Blacks in America, regardless of birth location, may begin to understand the trajectories of experiences without letting those differences to further divide” (p. 200).
“Another cultural value that seemed to thread through their experiences was that of always keeping or looking for a sense of community – whether in their closer knit communities or in the wider one with African Americans, Whites, and Others” (p. 187).
“Finally whatever knowledge claims have been questioned and deconstructed, the understandings of racism discrimination, scholarship, and difference have been challenged and new ones have been offered, related to racialization, double discrimination, expanded scholarship, and connected diversity” (p. 198).
ISBN10: 0-7734-5114-5 ISBN13: 978-0-7734-5114-8 Pages: 264 Year: 2008 (Edwin Mellen Press, Lewiston, NY)