This qualitative phenomenological study explored African American faculty's lived experiences with White privilege in higher education and employment decisions. 15 African American faculty working in colleges and universities in the Midwest, Northeast, West, Southwestern, or Southeast regions of the U.S. participated in this study. Study participants provided insight into lived experiences with White privilege while working at their institutions by participating in virtual, audio-recorded interviews. The audio recordings produced responses to interview questions about the lived experiences. Audio recordings were transcribed using the GoogleDocs transcription software, and the information served as data to triangulate with member checking. Indifference, herd invisibility, White privilege mainly occurred in meetings, departmental settings, handling diversity and inclusion issues, emotional connections, and work environment emerged as themes for this study. This study adds to the body of knowledge concerning African American faculty's lived experiences with White privilege in higher education and employment decisions. This study also illuminates the perception that White privilege affects African American faculty working in this context. That privilege promotes White colleagues to feign ignorance, are pretentious among White colleagues, continue to assign diversity and inclusion duties to African American faculty because they represent a minority. White privilege continues to have lasting emotional effects on African American faculty due to racial injustice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]