CHAPTER 10: THE INFLUENCE OF R.A.C.E. MENTORING ON A BLACK MAN’S JOURNEY NAVIGATING WHITE SPACES IN ACADEME

This story is by no means atypical; my personal narrative closely examines my unique ethnocultural identity, spirituality, and current teaching position at a small predominately White institution (PWI) as an African American male faculty member who is simultaneously earning a doctoral degree at a Historically Black College/University (HBCU). Moreover, as an intensely private individual, sharing “my business” is an internalized cultural violation of my perception of masculinity. To put it differently, my cultural upbringing subscribed to the emulation of heteronormative norms for masculinity, which suggest that “men should be self-reliant, strong, robust, and tough; that men should welcome danger; and that men should not reveal vulnerability” (Courtenay, 2011, p. 17). Nonetheless, I have been strongly encouraged and rather emboldened to speak my unapologetic truth with regard to my personal experiences leading up to my current identity as a doctoral student at an HBCU as well as before assuming the role of tenure-track social work professor within a small predominantly White institution (PWI). In doing so, I use my cultural positionality as a dual learner to give an authentic voice to how faculty of color are not always held to the same standard as their White faculty counterparts. It has been reported that “Black faculty members have to establish their credentials as faculty and present themselves as ‘professionals’ in an environment which often does not cast or value them in this high status role” (Toliver, Moore, & Redcross, 2015, p. 35). This fact alone is why my engagement in R.A.C.E. Mentoring deepens my epistemological introspection on how race and culture are interpreted within academe for faculty of color. As my narrative unfolds, it is my sincere hope that it is provides a clear, culturally attuned perspective to the struggles of dual learners of color.