Teaching while Black means that it is useful for Black professors to understand how factors such as otherness and marginality that may be embraced by some students can impinge upon their pedagogical relationships with students. As such, the “double consciousness paradigm” as articulated by Du Bois (1903), can serve as professional grounding for Black professors in many domains of their academic careers. For example, it is important for Black instructors to be cognizant of what it means to teach content regarding race and oppression in the context of classrooms that are predominantly White. Correspondingly, teaching race-informed content when you are Black may induce racialized anxiety in these students, thus inhibiting them from contributing to classroom conversation. Moreover, Black professors engaged in classroom discussions where the majority of students are white could elicit stereotypical cultural and social perceptions similar to the ones held by society.