The Impact of a Pandemic on Historically Black College/University Educators

Introduction

The treasure of the Black experience is significant within itself. An extension of the Black Experience is that of a Historically Black College/University (HBCU); which offers personal and intimate interactions rooted in Black heritage that cannot be found at other higher education institutions. The on-campus face-to-face instruction and activities at an HBCU focus on addressing issues that plague the Black community and are paramount for students. When an individual attends an HBCU, their experiences become an integral part of their personal and professional cultures. In March 2020, the HBCU experience (emotionally, mentally and physically) was interrupted when COVID-19, a global pandemic forced governors, across the nation to shut down university and college campuses, and school districts in response to stay-at-home order mandates. These orders required universities to transition to fully remote environments. Doing so heightened an array of emotions compounded by the reality of previously recognized disparities in resources across a system of universities and colleges. Immediate attention was placed on training faculty on how to teach effectively, fully online. Most important, it forced students who signed up for in-person classroom experiences to now be fully online and function in remote environments. As a result of this transformation, the Higher Education experience was impacted and trickled down into the public school systems. Becoming part of a fully remote and virtual education world became a reality.

Virtual learning, “when happening outside of a pandemic, takes away 440 hours of face-to-face-class time, which can intensify disparities in access in an education system already fraught with systemic anti-Black racism” (Farhadi, 2019). The mandatory move to a remote and virtual platform caused tremendous stress on administrators and students, but was particularly overwhelming for administrators, faculty, education majors, and teachers in the school systems. Holly Whitaker Learning Strategy Consultant (May 2020) stated that:

Ironically the statement above became a reality for those who did have prior experiences in a virtual world, but more so for those who had only functioned face-to-face their entire lives. As March stretched into the Fall, Winter, and Spring seasons, educators were substantially affected by lack of resources, the social and emotional needs of their students and themselves, and the heightening awareness of race in the media and across America as a whole. This chapter will explore the stories of educators with HBCU affiliation and their lived experiences.

Through The Lens Of Critical Race Theory

The following study will be examined through the lens of Critical Race Theory (CRT). Issues surrounding race were significant and recurring among the participants in this study. Critical Race Theory scholars focus explicitly on the psychological harm of racism on people of color. According to Delgado (1995), CRT begins with the notion that race is a normal part of society, and in many facets of life, it cannot and should not be avoided. CRT theorists utilize storytelling and counter-story to portray the lived experiences of others (Delgado and Stefancic 2001). The counter-storytelling method allows scholars to step outside of the realm of formal reporting and provide literary and narrative effects to give those who experience discrimination and oppression a voice (Hairston, 2010). Moreover, the method aims to cast doubt on the validity of accepted premises or myths, especially ones that are held by the majority. The stories of the participants in this chapter are told to validate the emerging themes from their experiences.