The Experiences of Marginalized Academics and Understanding the Majority: Implications for Institutional Policy and Practice

This study features interactions with White students and female colleagues from two regions in the United States. Helm's Racial Identity Model for Whites offers a conceptual lens to understand classroom and workplace dynamics between Blacks and Whites in predominantly White postsecondary settings, regardless of national context. Findings suggest that the quality of experiences with White colleagues and students often reflected the status individuals held in terms of their own racial identity development. These findings promise to inform institutional policy and faculty evaluation practices.