All too often, women of color in higher education have headed the warnings of “publish or perish,” accentuating the centrality of research and publications to their academic careers. However, for the preponderance of women of color, this single-minded attention to research often obscures another aspect to their work that occupies more attention, demands greater time, and yields more satisfying results: teaching and service. For the majority of women of color who are not at research-centered universities, teaching and service occupy the greatest amount of time but can also carry the greatest risks.Previous iterations of this paper have benefited from the feedback and discussion among colleagues present at the 2006 APSA Teaching and Learning Conference and the 2005 APSA panel on Women of Color in the Classroom. In particular, I want to acknowledge the gracious insights of Janni Aragon, Jane Bayes, Cristina Beltran, Ange-Marie Hancock, Mary Hawkesworth, Julia Jordan-Zachery, Lily Ling, and many others who have shared their stores and struggles.

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tance to political scientists, such as power, distributional consequences, and institutional arrangements. To complete the promising sketch of conflict over perceptions of risk that Margolis begins, these other factors will have to be considered. For instance, collective responses to risk are surely mediated by the context in which they occur. A relatively wealthy community, populated by relatively well-educated citizens who are politically efficacious (e.g., Aspen, Colorado), is more likely to respond to risk differently, and be treated by public authorities more generously, than is a community that is relatively poor, populated by relatively poorly educated citizens who are politically isolated (e.g., Times Beach, Missouri). It is just these issues that need to be addressed to complete the provocative argument Margolis has developed.

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