1st Edition

Creating Space for Ourselves as Minoritized and Marginalized Faculty Narratives that Humanize the Academy

    194 Pages 8 B/W Illustrations
    by Routledge

    194 Pages 8 B/W Illustrations
    by Routledge

    Creating Space for Ourselves as Minoritized and Marginalized Faculty moves away from conventional faculty success books by providing early career faculty with innovative perspectives about successfully navigating the professoriate, while humanizing their lived experiences and naming the unspoken. Through the use of interdisciplinary methods, such as creative artistic expression, testimonios, and personal narratives, chapter authors share experiences learned about surviving, thriving, navigating, and succeeding as early career underrepresented and marginalized faculty. Chapters discuss issues such as navigating workplace hostility, finding community beyond the academy, work–life balance, and crafting a scholarly identity, while also offering little-known tips about how to survive the professoriate while growing into thriving minoritized and underrepresented scholars. This book explores personal and institutional factors that are seldom discussed in other career success books, helping faculty as well as institutional leaders understand how we can, individually and collectively, create systems that invite and recognize humanity while ensuring successful career pathways for marginalized folks with doctoral degrees.



    Part I: Living in Liminal Spaces


    Chapter 1: Disrupting and Reimagining Faculty Success

    Sonja Ardoin & Roshaunda Breeden 

    Chapter 2: Defying Dual Alienation: Letters from Faculty who Identify as First-Generation College Graduates from Poor and Working-Class Backgrounds

    Sonja Ardoin, Delma Ramos, & Jason K. Wallace

    Chapter 3: Transforming the Professoriate by Leaning into the Liminality of Our Caregiver/Faculty Positionality

    Aeriel A. Ashlee & Brittany M. Williams


    Part II:Asserting and Validating Intersecting Marginalized Identities


    Chapter 4: My Identity is My Strength

    Amanda Cordova


    Chapter 5: Our Mothers’ Daughters: Storytelling of Becoming in Cultural and Ancestral Onto -Epistemologies

    Ericka Roland & Susana Hernández


    Chapter 6: Listen to Your Sexto Sentido and the Wisdom of Your Community

    Claudia García-Louis



    Part III: Establishing Freedom Praxes of Love, Healing, and Imagining an Otherwise


    Chapter 7: Homes are where the healing is

    James Earl Davis, Sharon Fries-Britt, & Keon M. McGuire


    Chapter 8: The Will of the People

    Awilda Rodriguez



    Part IV: Exploring Geographies of Space


    Chapter 9: “When I think of Home…”: Building Community and Support for Faculty of Color at Historically White Institutions

    Cameron C Beatty


    Chapter 10: Claiming Space at the Intersection: A Professor’s Narrative of Navigating & [Re]claiming Space, Place, & Home Beyond the Walls of Academe

    Jason K. Wallace


    Chapter 11: Finding Space for Faculty Well-Being in Higher Education

    Teniell L. Trolian



    Part V: Arriving to Wholeness


    Chapter 12: Good Grief

    Z Nicolazzo


    Chapter 13: Undisciplined: Untangling the Coloniality of Holistic Regard

    Wilson K. Okello


    Chapter 14: Keeping Pace: Reflections on Moving Toward Wholeness in Academia

    Stephanie Hernandez Rivera & Tricia R. Shalka



    Editor and Contributor Biographies




    Claudia García-Louis is Associate Professor of Education Leadership and Policy Studies at University of Texas San Antonio, USA.

    Sonja Ardoin is Associate Professor of Higher Education and Student Affairs at Clemson University, USA.

    Tricia R. Shalka is Associate Professor of Higher Education at the University of Rochester, USA.

    Keon M. McGuire is Associate Professor of Higher Education Opportunity, Equity, and Justice at North Carolina State University, USA.

    Eugene T. Parker III is Associate Professor of Educational Leadership and Policy Studies at the University of Kansas, USA.