Inclusive Scholarship: Developing Black Studies - Ford Foundation

68 Inclusive Scholarship: Developing Black Studies in the United States
These attitudes affect Afro-American studies programs in giving the
general impression that the only Black faculty available are in Afro-
American studies. I have found, especially among social scientists, a tendency
to believe that the only persons willing (and able) to teach
Afro-American studies are Black. Some fail to acknowledge the potential
relevance of their own courses to the field.
Problems of Black Scholars
Black scholars, scarce enough in the past, will be even scarcer in the coming
years, it seems. They have been in great demand, but they are likely to
be ambivalent about membership in Black Studies departments. Their reputations
as scholars will have to be made in their scholarly discipline, and
they are likely to have to explain to their colleagues their role in such a department.
The tumultuous and politicized past of these departments
makes it the more difficult and problematic to accept an appointment. An
Afro-American studies department has to be strong (or promising) and
well located to attract the very best Black scholars.
Black faculty complain that they are burdened by work and responsibilities
not normally asked of Whites. Generally, they are a small minority
on any campus (often there are only one or two Blacks on a faculty), and
Black students bring to them all their problems with the institution. Thus,
they take on the burden of counseling, negotiating with officials, and peacekeeping.
School officials push these burdens on them by placing them on a
great number of committees, and calling on them to advise on crises having
to do with Black students or the local Black community. Young faculty
get confused signals from the institution: they are seemingly praised and
respected for being good and helpful citizens, but promotion and career advancement
will depend on scholarship and publications. These are conflicting
activities, and Black scholars often complain that they do not receive
adequate support for research and writing. Undoubtedly they have been
partly to blame. Being supportive of Black students can be appealing, as can
the role of peace-keeper. A sharper and more single-minded commitment
to scholarship would help them avoid these traps. But these are not easy