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When Stereotypes Shape Expectations: Academic Bias and Faculty Performance
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Author(s): Delarious O. Stewart (East Texas A&M University, USA), Charles Pinckney (Coppin State University, USA), Ronald Richards (East Texas A&M University, USA)and Brandon M. Harris (East Texas A&M University, USA)
Copyright: 2026
Pages: 18
Source title:
Microaggressions Faced by African American Faculty in Higher Education
Source Author(s)/Editor(s): LaVelle Hendricks (East Texas A&M University, USA), Dimitra Jackson Smith (East Texas A&M University, USA)and Delarious O. Stewart (East Texas A&M University, USA)
DOI: 10.4018/979-8-3693-9914-9.ch004
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Abstract
This chapter explores the pervasive impact of stereotypes, microaggressions, and implicit bias on Black faculty in academia. It examines how these subtle yet harmful behaviors undermine professional authority, limit career advancement, and contribute to systemic inequities. Through a detailed analysis of concepts such as stereotype threat, tokenism, and unequal scrutiny, the chapter highlights the emotional and psychological toll on affected faculty, including heightened stress and diminished job satisfaction. Drawing on case studies, empirical research, and theoretical frameworks, it emphasizes the cumulative damage of microaggressions on faculty performance and institutional equity. The chapter also discusses the role of academic institutions in addressing these challenges by reforming evaluation standards, fostering inclusive environments, and providing tailored mentorship and mental health resources. Strategies for resilience and allyship are presented as critical tools for mitigating the impact of bias and promoting equity in academic settings.
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