Requirements for promotion and tenure historically have involved three distinct areas: teaching, service, and research. African American criminologists who have entered academia are expected to conduct research and to publish, although many of their contributions in criminal justice policy and theory development are neglected. A cursory glance through most mainstream criminal justice journals reveals a conspicuous absence of publications by minority scholars. Some studies have demonstrated an awareness of this situation, but most have failed to explore it in sufficient detail. The present study was designed: (1) to provide a demographic profile of African American criminologists in higher education, ( 2 1) are currently employed at predominantly research institutions (despite a general failure to publish while in graduate school); (2) are mostly undecided about whether they are treated fairly by journal editors; (3) are less likely to publish in mainstream criminal justice/criminology journals; and (4) display an equal preference for both teaching and research. The implications of these findings are discussed in the context of social isolation, alienation, and exclusionary practices in higher education.
) to address practices of inclusion and exclusion, (3) to examine the publication experiences of African American criminologists, and (4) to examine preferences for teaching and research among African American criminologists. Results indicate that African American criminologists (