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Volume 14
Issue 12
10.3390/socsci14120730
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This is an early access version, the complete PDF, HTML, and XML versions will be available soon.
Article

Responding to Racism in the Academy: Black Women Professors Engaging in Public Discourse

by
Kelsey Bogard
*,
Ruqayyah Perkins-Williams
and
Mary Howard-Hamilton
Department of Educational Leadership, Indiana State University, Terre Haute, IN 47809, USA
*
Author to whom correspondence should be addressed.
Soc. Sci. 2025, 14(12), 730; https://doi.org/10.3390/socsci14120730
Submission received: 11 October 2025 / Revised: 11 December 2025 / Accepted: 12 December 2025 / Published: 18 December 2025
(This article belongs to the Special Issue Race and Ethnicity Without Diversity)
Versions Notes

Abstract

Perspectives on race and gender from Black women professors in higher education today are shaped by their lived experiences navigating both systemic racism and sexism within academia. These perspectives often reflect a unique intersectional understanding of institutional challenges, resilience, and advocacy for equity.
Keywords: leadership; black women; higher education leadership; black women; higher education

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MDPI and ACS Style

Bogard, K.; Perkins-Williams, R.; Howard-Hamilton, M. Responding to Racism in the Academy: Black Women Professors Engaging in Public Discourse. Soc. Sci. 2025, 14, 730. https://doi.org/10.3390/socsci14120730

AMA Style

Bogard K, Perkins-Williams R, Howard-Hamilton M. Responding to Racism in the Academy: Black Women Professors Engaging in Public Discourse. Social Sciences. 2025; 14(12):730. https://doi.org/10.3390/socsci14120730

Chicago/Turabian Style

Bogard, Kelsey, Ruqayyah Perkins-Williams, and Mary Howard-Hamilton. 2025. "Responding to Racism in the Academy: Black Women Professors Engaging in Public Discourse" Social Sciences 14, no. 12: 730. https://doi.org/10.3390/socsci14120730

APA Style

Bogard, K., Perkins-Williams, R., & Howard-Hamilton, M. (2025). Responding to Racism in the Academy: Black Women Professors Engaging in Public Discourse. Social Sciences, 14(12), 730. https://doi.org/10.3390/socsci14120730

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