Chayla Haynes Davison, PhD

Texas A&M University


Dr. Chayla Haynes Davison is an Assistant Professor of Higher Education Administration at Texas A&M University and the recipient of the Robert and Mavis Simmons Faculty Fellowship. Chayla’s research interests and expertise include: critical and inclusive pedagogy, critical race theory and intersectionality scholarship (i.e., critical race theory, critical race feminism, and intersectionality), and black women in higher education. Her scholarship has also been featured in Teachers College Record, the International Journal of Teaching and Learning in Higher Education, the Journal of Critical Scholarship in Higher Education and Student Affairs, and the Journal of Negro Education. Her scholarly contributions were also recognized by the American College Personnel Association (ACPA), who named her an Emerging Scholar Designee. In 2018, Chayla and colleagues Drs. Lori Patton Davis and Natasha Croom were recognized by ACPA's Coalition on Women's Identities and received the Research and Scholarship Award. Prior to the professoriate, Chayla served for 15 years as a former Director of Orientation and Family Programs and Services, Director of Student Affairs and Career Services, and Director of Student Activities.



A Message for Faculty from the Present-Day Movement for Black Lives


In the wake of Ferguson and the subsequent student-led campus rebellions that Mizzou’s Concerned Student 1950 inspired globally, it is apparent that #BlackLivesMatter is perhaps the most significant social movement shaping the racial context of U.S. higher education. To date, Black student activists, and their allies, have submitted demands to institutional leaders at more than 80 predominantly White colleges and universities. Black student activists want faculty to bring issues of race, intersectionality and racism more fully into the curriculum to support students in learning how to critique whiteness. Thus, the goal of this plenary session is to help participants thoughtfully center Black lives in the teaching and learning process. Specifically, I will utilize discussion-based teaching strategies to assist participants with: (1) evaluating their racial consciousness, (2) employing more racially-just teaching practice, and (3) engaging faculty work in ways that advance racial justice.

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