Women Faculty of Color in the White Classroom: Narratives on the Pedagogical Implications of Teacher Diversity

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Lucila Vargas
P. Lang, 2002 - Education - 350 pages
What is it like for woman of color to teach in predominanlty white college classrooms? This anthology is ahout the pedagogical implication of diversifying the facuty of higher education. It complies narratives by women professors of color who interrogate their classrom experiences in predominaantly white U.S. comapuses to examine the impact of their social position upon practicds and their teachingleaning selves. The author reflect upon their unique classrom challenges and talk about the teaching-learning strategies they use to use to find reward in their interractions with students. This anthology explores the larger questions of how social distinctions shape classroom social life and will be a resource for those concerned with enabling the diversification of the faculty of institutions of higher learning. Contents: Lucia Vages: Introduction--Lucia Varges: Why Are We Stil So Few and Why Has Our Progress Been So Slow>

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Why Are We Still So
My Classroom in Its Context
PassingOut in the Classroom

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About the author (2002)

The Editor: Lucila Vargas teaches in the areas of communication and social change, international communication, and gender, class, race, and ethnicity and the media. She has a Ph.D. in International Communication from the University of Texas-Austin, and she is Associate Professor at the University of North Carolina-Chapel Hill. Author of Social Uses and Radio Practices: The Use of Participatory Radio by Ethnic Minorities in Mexico (1995), she has recently published on issues of pedagogy and on U.S. Latinos and the media.

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