Truth Without Tears

Truth Without Tears African American Women Deans Share Lessons in Leadership

Carolyn R. Hodges and Olga M. Welch, Afterword by Earl T. Braxton
cloth, 176 Pages
Pub. Date: May 2018
ISBN-13: 978-1-68253-173-0
Price: $54.00

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paper, 176 Pages
Pub. Date: May 2018
ISBN-13: 978-1-68253-172-3
Price: $28.00

Add to Cart

Truth Without Tears is a timely and insightful portrait of Black women leaders in American colleges and universities. Carolyn R. Hodges and Olga M. Welch are former deans who draw extensively on their experience as African American women to account for both the challenges and opportunities facing women of color in educational leadership positions.


Praise

Truth Without Tears is a conversation with two wise mentors. As young academics, the authors developed the double consciousness necessary to succeed—awareness of both the stated rules and the extra ones for African American women. As deans, they used those skills to address many other gaps between ‘saying’ and ‘doing’ in higher education. They share their insights with candor and generosity. — Judith S. White, president and executive director, Higher Education Resource Services (HERS)

When women of color are hired to lead academic units, we often disrupt the status quo, whether intentionally or not. Hodges and Welch offer a cogent analysis and thoughtful perspectives, with plenty of sage advice, on how to lead with intentionality and toward inclusiveness. — Fayneese Miller, professor of psychology and president, Hamline University

When two wise African American women share their experiences and insights, the rest of us would do well to pay attention. The lessons they offer have much to teach all educators who are serious about promoting racial justice and educational equity in our schools and universities. — Sonia Nieto, professor emerita, language, literacy, and culture, College of Education, University of Massachusetts, Amherst

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About the Authors

Carolyn R. Hodges is professor of German at the University of Tennessee at Knoxville and has served for two years as chair of the Africana Studies Interdisciplinary Program. She is the former head of the Department of Modern Foreign Languages and Literatures, Associate Dean for Academic Personnel in the College of Arts and Sciences, and Dean of the Graduate School at the University of Tennessee. She has also served as cochair of the University of Tennessee Task Force for the Internationalization and Intercultural Awareness Initiative; secretary-treasurer and president of the Southern Comparative Literature Association (SCLA); and a member of the editorial boards for The Comparatist (SCLA) and UT Press. She is the author of numerous articles and books, including two with Olga Welch: Standing Outside on the Inside: Black Adolescents and the Construction of Academic Identity (SUNY 1997) and Making Schools Work: Negotiating Educational Meaning and Transforming the Margins (Peter Lang 2003).

Olga M. Welch recently ended a decade-plus tenure as Dean of the School of Education at Duquesne University. Before assuming that position, she was a professor in the Department of Theory and Practice in Teacher Education at the University of Tennessee. At Tennessee, she also served as interim head of the Educational Administration and Policy Studies Department, and head of the Counseling, Deafness and Human Services Department. She has published widely on executive mentoring, social justice, equity, and diversity. Her most recent publication is an edited volume, Turnaround Leadership: Deans of Color as Change Agents (Peter Lang 2012). She has also served as a reviewer for the United States Department of Education, and chaired several regional and national advisory boards in education. She is a member of the US Department of Health’s African American Health Care Congress and the African American Pre-Natal Issues Task Force. Among her publications are two books she has coauthored with Carolyn Hodges: Standing Outside on the Inside: Black Adolescents and the Construction of Academic Identity (SUNY 1997) and Making Schools Work: Negotiating Educational Meaning and Transforming the Margins (Peter Lang 2003).


Table of Contents

Introduction

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