Scholar Perspectives

Shapeshifting in Academia: Navigating Multiple Roles as Black Women Teacher Educators at Predominantly White Institutions

Author: Tiffany Hollis

Published in: Educational Justice Journal, Special Edition — Volume 3, Issue 2 (Spring 2025)

DOI:

10.64262/c2y723

Abstract:

As a Black woman teacher educator at a Predominantly White Institution (PWI), the experience of shape-shifting can be complex and multifaceted. It often involves navigating intersecting identities and power dynamics within the academic environment. In this context, shape-shifting may entail adapting one’s demeanor, communication style, and appearance to conform to the norms and expectations of the institution, which are often influenced by white cultural standards. This could include modifying speech patterns, adjusting teaching strategies, or downplaying aspects of one’s racial or gender identity in order to be perceived as competent and professional within the predominantly white academic culture. Furthermore, Black women teacher educators (BWTEs) at PWIs may face additional pressures to serve as representatives or role models for diversity, which can place a burden on them to constantly prove their worth and expertise in predominantly white spaces. Despite these challenges, many BWTEs also leverage their unique perspectives and experiences to enrich the academic environment and advocate for equity and inclusion within their institutions. They may draw on their cultural knowledge and community connections to develop curriculum that reflects diverse perspectives, mentor students from underrepresented backgrounds, and engage in scholarly research that addresses issues of race, gender, and social justice in education. However, it’s important for PWIs to recognize and address the systemic barriers and biases that contribute to the need for shape-shifting among BWTEs. BWTEs at PWIs navigate place and time to advance equity, justice, and liberation while disrupting oppressive structures so that they can thrive authentically.

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https://edjusticeinstitute.com/wp-content/uploads/2025/06/Part-888.pdf

Citation:
Hollis, T. (2025). Shapeshifting in Academia: Navigating Multiple Roles as Black Women Teacher Educators at Predominantly White Institutions. Journal, 3(2), 1-16.