Yet, success of this minority has grown of late. However hard and difficult it may seem, the work of the Black Female Faculty promoted the incorporation into predominant white research institutions - of diverse communities - as well as stood up for the promotion of knowledge in their disciplines. On the undergraduate level, spirituality often helps to master the upcoming problem. Moreover, African American females were found to feel supported in their educational endeavors. This does not apply to the boys. Instead, it confirms the fact that young boys of African American origin are getting negative attention and remain hostile.
The paper examines how Black Female Faculty, which is the biggest community of females of color faculty, define their role as professionals and make contributions to predominantly white research institutions via a series of certain critical enactments. Extant of research on the Black Female Faculty who work at PWRIs (predominantly white research institutions) explores barriers which hamper social integration; they place less emphasis on those factors that facilitate barriers negotiation and changes within an organization. Current analysis of qualitative data exposes that structural constraints were actively challenged through participants’ service and research.
The main argument by the author is: By doing so, the Black Female Faculty propelled institutional transformation. Hence, their role went beyond expectations of the faculty to the role that stressed their commitment to social equity. To be more specific, the work of the Black Female Faculty promoted the incorporation into predominantly white research institutions of diverse communities as well as broadened the knowledge in their disciplines.
To develop the main argument, the author first provides the theoretical background on the basis of the literature review; then, she goes on to formulate relevant theoretical