Marybeth Gasman Books

"Philanthropy is typically considered to be within the province of billionaires. This book broadens that perspective by highlighting modest acts of giving by African Americans on behalf of their own people. Examining the important tradition of Black philanthropy, this work documents its history: its beginning as a response to discrimination through self-help among freed slaves, and its expansion to include the support of education, religion, the arts, and legal efforts on behalf of civil rights. Using diverse approaches, the authors illuminate a new world of philanthropy - one that will be of interest to scholars and students alike. Chapters review the contributions of such major figures as Booker T. Washington and Thurgood Marshall, and discuss the often-surprising practices and methods of contemporary African American donors."--Jacket.

The book offers a critical examination of systemic racism within faculty hiring processes, highlighting the barriers faced by underrepresented groups. It presents insightful analysis and real-life examples, aiming to raise awareness and foster dialogue about these issues. Additionally, the author proposes actionable strategies and solutions to create a more equitable hiring environment in academia, encouraging institutions to implement meaningful change.

Throughout, Cultivating Inquiry-Driven Learners challenges stakeholders from across higher learning-faculty, students, staff, administrators, and policymakers-to reflect on the purpose of college, embrace innovation, and ensure that students are educated to thrive in and contribute to our constantly changing world.

Outlining strategies for identifying and dismantling barriers to participation, Learning with Others will pique interest among faculty, students, and administrators in higher education and a wide range of external stakeholders-from families and communities to policymakers and funders.

This book offers a candid examination of systemic racism in faculty hiring at colleges and universities, highlighting the stark contrast between increasing student diversity and the lack of similar progress among faculty. In 2017, only 3 percent of full-time, tenure-track and tenured faculty were Black or Hispanic, with even lower representation for Asian/Pacific Islander and American Indian/Alaska Native individuals. Marybeth Gasman explores the reasons behind these dismal statistics by analyzing national data and conducting interviews with university leaders. She identifies institutional barriers that hinder faculty diversification, despite a public commitment to inclusive excellence and a growing number of doctoral students of color. Key impediments include the perceived trade-off between quality and diversity, the influence of pedigree, rigid academic pipelines, ineffective administrative leadership, and a lack of accountability in recruitment processes. Gasman argues that university leaders must confront these institutional failures and acknowledge the pervasive systemic racism and biases that limit opportunities for people of color in academia. Emphasizing the importance of diverse perspectives in knowledge creation and teaching, the book calls for actionable steps to improve faculty diversity and foster a more inclusive academic environment.

"This is a work that looks deeply at the true power of HBCUs"--