What is it like for women of color to teach in predominantly white college classrooms? This
anthology is about the pedagogical implications of diversifying the faculty of higher
education. It compiles narratives by women professors of color who interrogate their classroom
experiences in predominantly white U.S. campuses to examine the impact of their social
positions upon their classroom practices and their teaching-learning selves. The authors
reflect upon their unique classroom challenges and talk about the teaching-learning strategies
they use to find rewards in their interactions with students. This anthology explores the
larger question 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.
