The Sista' Network: African American Women Faculty Successfully Negotiating the Road to Tenure,
Tuesday L. Cooper, Anker, 2006.
Reviewed by Candyce Reynolds, Portland State University

The road to tenure for anyone is often a rocky and difficult journey. Sadly, the road to tenure is typically even a harder trek for those who come from under-represented groups. Tuesday Cooper's book reports on research of African American women faculty who are in various places on the tenure path and shares lessons learned. She describes the Sista' Network as "the relationship between and among professional African American women that enable them to assist one another in learning the unwritten rules and protocols of various professions. The network is a combination of networking and familial relationships" (p.4). While the book was written for African American women faculty to help them navigate the tenure path, it could also serve as an excellent text for administrators and majority faculty who are serious about recruiting and retaining African American women faculty.

Dr. Cooper begins the book by introducing us to the dismal reality for African American women in the academy.  She highlights the lack of scholarship dealing with African American women faculty in higher education and critiques the studies that look at race and gender as separate variables. And while the experience of African American women in the academy may be similar is some respects to women and African American men, she argues that divided loyalties, isolation, and other stresses impact African American women differentially. One major issue is that there are so few African American women in

the tenure racks nationwide. Since this research is based on Dr. Cooper's dissertation research, we aren't given the latest statistics. She reports that only 1.9% of the tenure related faculty in 1991 were African American Women. In 1999, only 2.4% were full-time faculty. With so few role models and built in support, it is no wonder that attaining tenure is so difficult.

The bulk of this book reports the results of Dr. Cooper's qualitative research study of 10 African American women at various stages in the tenure process. She presents the data in an alternate format and creates a narrative roundtable discussion using the participants' words in their own voices. The data was collected through semi-structured interviews, but the presentation of the findings in this fictionalized form allows these women's voices to be heard without being too influenced by the literature or the researcher's interpretations. I found this format for reporting the research results to be refreshing and quite useful. Reading the text as if it were a transcript of a roundtable meeting provided deep insight into the participants' actual experience. The "roundtable" topics include: the tenure process, collegiality, service and mentoring, isolation, networking, and highlights and lessons learned.

The discussion about the tenure process being a game was enlightening for example. In the "discussion," many of the participants were surprised by this. I guess I don't remember when I realized that the path to tenure certainly wasn't just a matter of meritocracy. But even as a first generation college student, I intuitively knew pretty early on in my academic career that advancement in the academy, like that in any other career, would require more than just good work. I watched, listened, and picked up hints. However, once these participants realized that tenure was a game, they were at a loss about the rules of the game. It didn't come just with observation. One participant describes this as the new racism. "We treat everybody the same but if I am not in the informal network where information is transmitted, then I don't know and I am not told. And those in power, senior colleagues, deans and chairs don't perceive that as deliberate racism, deliberately or overtly denying me information." (p.82)

In addition to giving voice to those who have struggled through the tenure process, the author also gives a clear description of the tenure process, in general, which should be helpful to new academics and graduate students. She also lists and describes twelve guiding principles for African American women faculty. I was somewhat disappointed by this list. It is similar to other strategies provided in other faculty development books (e.g., Whicker, Kornefeld, and Strickland, 1993). However, there are nuances to the advise and given that these strategies are derived from the Sista' Network, their relevance to African American women faculty is clear.

I liked that the author provided both in the body of the text and in an appendix information about her research methodology given that it is a new and innovative strategy. I also like that she let us know what the participants were doing six years after the roundtable. All are still in academic settings (though not necessarily at the same location), most already had or received tenure. Several were in administrative positions, such as dean.

As these and other women of color rise through the ranks, my hope is that the path to tenure may be smoother for the next generation. It is not that obtaining tenure shouldn't be difficult but that all involved in the game must, as Dr. Cooper states, be given fair opportunity, structure, and support.

References:

Marcia Whicker, M., Kornenfeld, J, & Strickland, R.,(1993) Getting Tenure, New York: Sage Publications.