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Student leadership and activism on college campuses has received more widespread attention in recent years, with attention to how student identities inform these organizing efforts. But, how students make sense of their leadership and activism practices is less understood, particularly in graduate student contexts and for different marginalized identities. Through collaborative autoethnography, the authors focus on how being Asian American women has shaped our leadership development and activist stances as doctoral students. Our findings demonstrate that in our efforts to create change as Asian American women, our engagement can only be understood through nonlinear and fluid processes for leadership and activism development, the role of institutional contexts, and the centering of racial and gender identities. This study contributes to how leadership and activist identities develop in graduate school while also highlighting complexities within Asian American women’s experiences.

Discourses of languagelessness that suggest that Latinxs are not fully proficient in either English or Spanish have a long history in the United States. These discourses produce raciolinguistic categories that frame the bilingualism of Latinxs as deficient and in need of remediation. In this article, the researchers examine one such raciolinguistic category: students in dual language programs who are classified as both English learners and first language (L1) users of English. The authors offer case studies of three students who fit this linguistic profile. They examine the ways that teachers working with these students struggle to make sense of this raciolinguistic category and often resort to discourses of languagelessness as an explanation. The researchers document the ways that these discourses negatively impact the educational supports provided to the students. The authors end with a call for developing new conceptualizations of the language practices of Latinx students in these programs that resist discourses of languagelessness and, instead, frame the fluid bilingualism of these students as a resource for learning.

In this piece, we explore how ableism manifests in teacher collaboration, focusing on the experiences of English as a Second Language teachers and special education teachers. We broaden the definition of ableism to consider how schools rely on ideas of some students as normal and others as not, leading to a service delivery model. The service delivery model results in fragmented and compartmentalized views of students that see language and disability needs as distinct, thus leading to difficulties for the teachers who work with students who are labeled disabled and as English Learners. We end with reflection questions for administrators and educators to consider to better serve the needs of their students.

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