Resistance & Resilience: Systemic Gatekeeping in the Tenure Process for Black Women at Predominantly White Institutions, Historically Black Colleges and Universities, and Minority Serving Institutions

Abstract Black women faculty in Science, Technology, Engineering, and Mathematics disciplines at historically Black colleges and universities face unique challenges in the promotion and tenure process. This study, framed by Critical Race Theory, delves into the experiences of Black women tenure-track faculty, who are significantly underrepresented in higher-level Science, Technology, Engineering, and Mathematics education, even though they are at a majority Black institution. By analyzing case studies of two Black women faculty in Science, Technology, Engineering, and Mathematics at a Historically Black College and University, we uncover the specific barriers to promotion and tenure, such as microaggressions, unconscious bias, isolation, academic hazing, strategic ambiguity, and devaluation of work. We offer solutions and insight into ways to improve the faculty experience including seeking or being an advocate, voicing the impact, sense of agency and work–life balance, to create a more equitable and inclusive academic environment particularly for Black women in these disciplines.