The racial and ethnic demographics of higher education are becoming increasingly diverse; however, faculty demographics remain predominantly White. With agriculture being one of the largest economic sectors, often with many roles to fill, recruiting and retaining racially and ethnically diverse students into agricultural and related science…

Background: Little research has focused on teaching graduate-level diversity courses, particularly from the faculty standpoint. Such pedagogy calls for unique skills and contains many challenges. Objective: The purpose of the study was to better understand what works and what is needed to support instructors of graduate-level diversity courses, as…

In this article, we explore our experienced tensions as we accepted responsibility for the privilege of our lived experiences towards becoming antiracist mathematics teacher educators. We employed a collaborative self-study to examine and uncover the ways in which existing systemic barriers were mirrored in our own practices. Weekly dialogue…

Asian counselor educators in predominantly White institutions face challenges that are not shared by their White colleagues or by other faculty of color. This article outlines the barriers for Asian counselor educators and establishes a call to action for researchers to act in ways that support Asian faculty retention and success.

Purpose: Replicating colonization at Hispanic Serving Institutions (HSIs) must be addressed from the root, structurally. At New Mexico State University (NMSU) the authors are aimed to commit to going beyond counting and enrolling, to center servingness. Design/methodology/approach: HSIs will continue to struggle in fulfilling their mission,…

Organizational leaders are faced with the task of creating initiatives to address racial microaggressions in the workplace. The focal point of this study was Black faculty employed at predominantly white institutions (PWIs). The problem to be addressed by this study was that microaggressions continue to be perpetrated against Black faculty by…

As a social studies teacher educator in the United States, it is crucial that I work to better understand myself and my teaching in regard to anti-racism. As a community, we need to study ourselves both as individuals and as programs to better ourselves as teacher educators who care deeply about racial justice, both for our own students and for…

This article provides a critical insight into some of the key challenges that are found in Indigenous education at university. It achieves this through sharing the storied experiences of non-Indigenous pre-service teachers, academics and myself. Overall, the study found, through storying methodology, a total of 11 key challenges across…

The purpose of this research study was to explore the benefits and challenges of cross-racial mentoring experienced by both first-generation BIPOC student mentees attending predominantly white institutions, and their white mentors, who participated in a non-profit college success program. First-generation BIPOC college students experience greater…

The value of mentorship for family and consumer sciences (FCS) professionals is emphasized by inclusion in five leadership development programs offered by FCS professional organizations. The American Association of Family & Consumer Sciences (AAFCS) Leadership Academy, Academy of Nutrition and Dietetics (AND) Leadership Institute, Council of…

Faculty diversity has received increased attention from researchers and institutions of higher education, yet faculty demographics have not changed substantially for many underrepresented groups. Several barriers to the retention of women and faculty of color have been offered, including a lack of belonging, discrimination, social exclusion, and…

Many special education teacher preparation programs emphasize equity and social justice when preparing future educators who are well equipped to address racial disparities in education. Black special education teacher educators have an impactful role to play in the visioning of racially equitable teacher preparation programs, despite often being…

Special education teachers of color (SETOC) multiply experience marginalized positions as students of color in P-12 classrooms, as teachers in teacher preparation programs, and alongside the experiences of students of color with disabilities. Instead of drawing from their identities, SETOC tend to be absorbed into the ableist, behaviorist, and…