African Born Women Faculty in the United States. Lives in Contradiction

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This study, underpinned by Black feminist thought, African feminism, and critical race theory, investigates the lived experiences of African-born female professors in the United States. The findings reveal similar themes found in the literature on other Black and foreign women, but also offer new perspectives on racialization, double discrimination, difference, citizenship, and scholarship.


“There is nobody better qualified than Dr. Rosaire Ifeyinwa Ifedi to uncover what it is like to be an African-born female professor in U.S. Academia. . . .[She] engagingly reveals how the racist morass traversed by the African female professors was a tangle of complexities that constrained and, at times, overpowered individual initiative. . . .They learned to pass a growing battery of traditional expectations, while at the same time, not undermining their own cultural roots and sense of self-esteem.” - Dr. Frank W. Hale, Jr., Vice Provost and Professor Emeritus at Ohio State University

“For the first time, women born in Africa and teaching in American higher education have the opportunity to be heard in the scholarly literature, speaking about their life stories, their values, and their careers. . . .Dr. Ifedi’s study provides grounding for new understandings of diversity and why it matters. Her theoretical contributions to the concepts of identity, racialization, and difference are sure to provoke much additional discussion and inquiry.” - Dr. Carla Edlefson, Professor, Educational Administration, Ashland University

Table of Contents

1 Introduction
2 Review of Literature
3 Methodology: A Tapestry of Theoretical Frameworks
4 Results of the Data Analysis: The Identity, Work, and Voice of African-born Women Faculty
5 Discussion, Implications, Suggestions
Concluding Thoughts
Implications of Findings
Next Steps: Suggestions for Further Research

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