Reseña de Narrated Voices of African American Women in Academe.

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Introduction and Purpose The literature is becoming replete with studies that address the issue of sexism in the lives of women seeking full participation in the academy (Aguirre, 2000; Finkel, Olswang, & She, 1994; LeBlanc, 1993; Sandler, 1993). Volumes upon volumes record the injustices and frustration women have faced in higher education. There have been numerous reports of wage inequities, vague publishing expectations, ambiguous tenure requirements, limited access to certain academic disciplines, lack of mentorship and networking opportunities, and exclusion from strategic decision-making positions (Burgess, 1997; Finkel, et al., 1994; Warner & DeFleur, 1993). In much of this research, women are classified as a singular group not taking into consideration the impact that race may contribute to any one of these variables if the whole group were broken down into separate ethnic groups and investigated. For instance, based upon the long and turbulent history of race relations in the United States, a person would be remiss to assume historical ideologies (inferior vs. superior) created by a White male patriarchal system have no bearing on the experiences of African American and other women of color in higher education today (Amott & Matthaei, 1996). However, this is not to imply that White female academicians have not suffered because of the system in existence; rather, it simply infers that because of their ethnicity, their academic experiences have not been shaped by the intersections of race and gender as have those of women of color. It is precisely these overlapping socio-cultural factors (e.g., race, gender) that require an examination of the experiences of African American women to be placed within the proper social and political contexts in which their realities are constructed (Collins, 1990; Hurtado, Milen, Clayton-Peterson, & Allen, 1999).

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