Microaggressions are unintentional forms of discrimination or bias in various contexts, including the curriculum of physical education (PE). This study aimed to explore the extent to which microaggressions are present in physical education teacher education (PETE) programs that may perpetuate inequities among Black full-time faculty. Some attention was given to how PE curricula may also reinforce gender stereotypes by promoting certain activities as more suitable for boys or girls, perpetuating the notion of male physical dominance and female physical inferiority (Martin & Murtagh, 2017; Tinning, 2006). The study used a critical qualitative approach to investigate the experiences of Black full-time PETE faculty in relationship to the phenomenon of White space. The secondary objective of the dissertation was to examine the reasons behind the shortage of Black professors in the field of PETE and to shed light on and identify the obstacles that prevents Black full-time faculty's presence in academia, specifically PETE. The research sought out to close the gap in the literature and provide insight that could help develop strategies and potential initiatives to enhance the diversity, equity, including, just, and sense of belonging within the field. Additionally, the study aimed to gather the participants' recommendations for enhancing the current lack of representation for Black full-time faculty members/ scholars within in the field, therefore making PETE a more equitable, inclusive, and diverse space. This critical inquiry used qualitative methods through two semi-structured interviews that were analyzed through a narrative approach. Through the critical qualitative method inquiry, five themes were identified that stemmed from the multifaceted experiences of the participants and the degree to which White space was a factor in their teaching environment. Key factors were also identified that contribute to the White space phenomenon. Participant suggestions generated ways for making PETE more welcoming, diverse, equitable, and inclusive for Black faculty members when first entering and later teaching in the profession. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]