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ERIC Number: EJ943002
Record Type: Journal
Publication Date: 2010
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0022-2984
Exploring How African American Faculty Cope with Classroom Racial Stressors
Pittman, Chavella T.
Journal of Negro Education, v79 n1 p66-78 Win 2010
This study was an examination of how African American faculty discussed their coping with racially stressful classrooms. Despite aims for racial equality in higher education, the classroom has been a significant site of racial stressors for African American facility. Analysis of interviews with 16 (8 women, 8 men) African American faculty at a large, predominantly White, university revealed that African American faculty use group-specific coping strategies for classroom racial stressors. Specifically, they coped by creating safe space for students, employing assertive actions to establish authority, questioning students' thinking, and focusing on learning goals for students. (Contains 1 table.)
Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A