African Americans remain disproportionately underrepresented in the faculty ranks at institutions of higher education in the United States. The faculty role is critical to the quality and exchange of teaching and learning, particularly at public community colleges. The extant literature documents how “chilly” campus climates and racially charged encounters can be harmful to African-American faculty. Moreover, along with the traditional responsibilities and demands of the faculty role, African-American faculty members contend with racism, discrimination, and an anti-Black sentiment in academia as a microcosm of society, likely resulting in race-related role strain. Overall, this exploratory study sought to understand the nature and extent to which full-time male and female African-American faculty at public community colleges experience Racial Battle Fatigue because of racial microaggressions (i.e., the exchange and response to race-related mental, emotional, and physical tensions) and the racialized stressors associated with their faculty role.
","abstract_html":"<p>African Americans remain disproportionately underrepresented in the faculty ranks at institutions of higher education in the United States. The faculty role is critical to the quality and exchange of teaching and learning, particularly at public community colleges. The extant literature documents how “chilly” campus climates and racially charged encounters can be harmful to African-American faculty. Moreover, along with the traditional responsibilities and demands of the faculty role, African-American faculty members contend with racism, discrimination, and an anti-Black sentiment in academia as a microcosm of society, likely resulting in race-related role strain. Overall, this exploratory study sought to understand the nature and extent to which full-time male and female African-American faculty at public community colleges experience Racial Battle Fatigue because of racial microaggressions (i.e., the exchange and response to race-related mental, emotional, and physical tensions) and the racialized stressors associated with their faculty role.</p>","abstract_has_math":false,"creators":["Stevenson, Tamara N."],"institution":null,"degree_name":"Doctor of Education (EdD)","degree_level":"Open Access Dissertation","degree_discipline":"Leadership and Counseling","degree_department":null,"school":null,"contributors":["Eboni M. Zamani-Gallaher, Ph.D., Chair","Yvonne Callaway, Ph.D., Committee Member","Dibya Choudhuri, Ph.D., Committee Member"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-01-01T08:00:00Z","date_published":"2012-01-01T08:00:00Z","updated_at":"2026-07-24T02:16:51Z","subjects":["discrimination","racism","community colleges","critical race theory","faculty","Higher Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://commons.emich.edu/theses/426","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Eboni M. Zamani-Gallaher, Ph.D., Chair","Yvonne Callaway, Ph.D., Committee Member","Dibya Choudhuri, Ph.D., Committee Member"]},{"key":"dc:creator","label":"Author","values":["Stevenson, Tamara N."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2012-09-17T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Leadership and Counseling"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["discrimination","racism","community colleges","critical race theory","faculty","Higher Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://commons.emich.edu/theses/426"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["African Americans remain disproportionately underrepresented in the faculty ranks at institutions of higher education in the United States. The faculty role is critical to the quality and exchange of teaching and learning, particularly at public community colleges. The extant literature documents how “chilly” campus climates and racially charged encounters can be harmful to African-American faculty. Moreover, along with the traditional responsibilities and demands of the faculty role, African-American faculty members contend with racism, discrimination, and an anti-Black sentiment in academia as a microcosm of society, likely resulting in race-related role strain. Overall, this exploratory study sought to understand the nature and extent to which full-time male and female African-American faculty at public community colleges experience Racial Battle Fatigue because of racial microaggressions (i.e., the exchange and response to race-related mental, emotional, and physical tensions) and the racialized stressors associated with their faculty role.
"]},{"key":"dc:title","label":"Title","values":["Racial battle fatigue, role strain, and African-American faculty at public community colleges"]}]}],"canonical_facts":{"dc:contributor":["Eboni M. Zamani-Gallaher, Ph.D., Chair","Yvonne Callaway, Ph.D., Committee Member","Dibya Choudhuri, Ph.D., Committee Member"],"dc:creator":["Stevenson, Tamara N."],"dc:date.available":["2012-09-17T07:00:00Z"],"dc:description.abstract":["African Americans remain disproportionately underrepresented in the faculty ranks at institutions of higher education in the United States. The faculty role is critical to the quality and exchange of teaching and learning, particularly at public community colleges. The extant literature documents how “chilly” campus climates and racially charged encounters can be harmful to African-American faculty. Moreover, along with the traditional responsibilities and demands of the faculty role, African-American faculty members contend with racism, discrimination, and an anti-Black sentiment in academia as a microcosm of society, likely resulting in race-related role strain. Overall, this exploratory study sought to understand the nature and extent to which full-time male and female African-American faculty at public community colleges experience Racial Battle Fatigue because of racial microaggressions (i.e., the exchange and response to race-related mental, emotional, and physical tensions) and the racialized stressors associated with their faculty role.
"],"dc:identifier":["https://commons.emich.edu/theses/426"],"dc:subject":["discrimination","racism","community colleges","critical race theory","faculty","Higher Education"],"dc:title":["Racial battle fatigue, role strain, and African-American faculty at public community colleges"],"thesis:degree_discipline":["Leadership and Counseling"],"thesis:degree_level":["Open Access Dissertation"],"thesis:degree_name":["Doctor of Education (EdD)"]},"updated_at":"2026-07-24T02:16:51Z"}