(Cultural) Taxation Without Representation?: How Educational Developers Can Broker Discourse on Black Faculty Lives in the #BlackLivesMatter Era
Richard J. Reddick, Beth E. Bukoski, and Stella L. Smith
With an understanding that equity-minded faculty development is an essential space in which to respond to cultural taxation (CT), our study employed a phenomenological focus group design to investigate how Black faculty at a research-intensive PWI located in a creative class city buffeted by racial tensions navigated their service and community experiences.