PROFESSIONAL IDENTITY CONSTRUCTION OF BLACK WOMEN IN ACADEMIC CAREER IN HIGHER EDUCATION

Abstract

This article analyzes the professional identity construction of black women in academic careers in higher education from the Cultural Studies. The history, culture, languages and psychology are constitutive factors of the concept of identity, which isn’t something innate, acquired, property or product, but perceived as a social construction, historical and plural. From the perspective of Manuel Castells, three types of identities - legitimizing, resistance, project - are related to forms and origins. Higher professional identity corresponding values, beliefs, conceptions and interactions with peers, but the professional dimension doesn’t dissociate the personal dimension. However, the professional identity construction of black women faced with prejudice, discrimination and racism in unequal and segregated relationships in the universities whose perverse effects affect the construction of identity and teaching career. The analysis focuses the look on the professional identity of a black teacher who acts as a teacher in higher education at a public university in the Northeast who built her professional identity in peer relationships, living with situations of prejudice, discrimination and racism in public universities. The barriers reduce access of black women and, even when they can join these institutions the construction of their professional identity is affected throughout the teaching career.