“Does this happen to everyone?”: Women professors of color reflect on experiences in the academy

Dobbs, Christina L.; Leider, Christine Montecillo

doi:10.1080/09518398.2021.1930255

Cited by 18 publications

(12 citation statements)

References 38 publications

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“…Reading empirical work on the nature of remote working and how harmful it can be to the work/life balance (Mirchandani, 2000) was both validating and disheartening. Learning that even in the past year (Dobbs & Leider, 2021) face the same difficulties as women professors of color as others noted at the beginning of the century (Thomas & Hollenshead, 2002) reaffirmed the work we still have yet to do to ensure our workspaces are safe for all.…”

Section: Resultsmentioning

confidence: 85%

Lean on me: Teaching together from a distance

Bellara

McCoach

2022

New Horiz Adult Ed & HR Dev

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We tell the story of how our friendship, which led to our co–teaching, was a catalyst for us to navigate the shift to working from home amid a pandemic. Using a co–constructed autoethnography, we narrate how the loss of our physical workspaces was a detriment to our professional identities, and how through our co–teaching efforts, we were able to support each other as colleagues, friends, and fellow female academics. We maintain that our collaborative teaching efforts during the pandemic were paramount to us being able to get through the initial Covid–19 shutdown, and argue that we as a profession might consider some of the learned lessons of shared work as we look towards a post–COVID world.

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Section: Resultsmentioning

confidence: 85%

Lean on me: Teaching together from a distance

Bellara

McCoach

2022

New Horiz Adult Ed & HR Dev

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“…Faculty and students of color or other marginalized positions often feel isolated and invisible in academia; those employing critical perspectives experience multiple forms of disciplining and marginalization (Dobbs & Leider, 2021). These graduate students and earlycareer scholars need access to counterspaces with social-justice-oriented scholars empowering and liberating others in academic writing (Patrón et al, 2021;Patterson-Stephens & Hernández, 2018).…”

Section: Discussionmentioning

confidence: 99%

“…I have confronted colleagues about the need for inclusive, equitable mentoring and centering critical perspectives in reading lists for graduate students. I also work on department inclusivity committees and cultivate communal and supportive spaces for academics of color and marginalized positions, necessary for survival, productivity, and affirming aspects of academic writing (Dobbs & Leider, 2021).…”

Section: Melaniementioning

confidence: 99%

Liberating Our Writing: Critical Narratives and Systemic Changes in Education and the Social Sciences

Perez‐Felkner

Gast

Ovink

2022

Multicultural Perspectives

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We outline here our evolution as sociologists of education employing a social justice lens while studying transitions to college among youth of color. During our graduate training and early academic careers, we felt pushed to center "mainstream" theories of college transitions, which often failed to account for the power struggles and intersectional oppression our empirical investigations uncovered. Though we navigated distinct journeys through tenure, we shared similar pressures to de-center critical, liberatory frameworks in academic writing to publish and keep our jobs. Our experiences taught us that we would be compared to peers using "mainstream" frameworks and would face rejections, publication delays, and other risks.As we wrote, published, and established careers, we engaged more directly with critical theories to explain why transitions to college among students of color vary in complex and intersectional ways. Specifically, we engaged critical frameworks in distinction to "frameworks that reproduce inequities, normalize oppression, and denigrate historically disenfranchised communities" (Salazar & Rios, 2016, p. 7). Sociology-the discipline that connects us-is especially well-positioned to address structural, systemic challenges in education and academia, including racial, class, and gender inequities. Yet, critical frameworks centering social justice and equity remain at its margins. We share our writing and publishing processes using critical

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“…Co-excavation can therefore be understood as collectively researching the collaborators’ lives within and across particular cultures and social positions. The collaborative nature of co-excavation makes it a form of duoethnography (Dobbs and Leider, 2021; Deckman and Ohito, 2020), for co-excavation encompasses duoethnographic practices, such as: finding a partner that has contrasting experiences (Latz and Murray, 2012); providing concurrent data collection and analysis (Sawyer and Norris, 2013); and allowing for collaborators to intimately share about their personal relationships to their identity and culture, as well as to out-groups and countercultures, and make meaning of their current situations and lived experiences (Sawyer and Liggett, 2012). …”

Section: Co-excavationmentioning

confidence: 99%

Get to know me, homey: exploring critical, relational and racial literacy possibilities in co-excavative letter writing

Bell

Zaino

2022

JME

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Purpose There is currently a dearth of research on the implications of the epistolary as a site for knowledge production. This paper aims to demystify the process of academic theorizing through the co-authors’ co-excavative epistolary method. Design/methodology/approach Through co-excavative epistolary practices, the co-authors’ relationship was deepened, the collective sense was made of Covid-19, and racial literacy-centered academic theorizing commenced. In the co-authors making meaning of their letter-writing data, they provide examples of and analyze their co-excavative letter-writing process. Findings The co-excavative epistolary method deepened the co-authors’ relationship to one another and improved their ability to produce useful and complicated knowledge. Research limitations/implications The co-excavative epistolary exchanges mark a new site for academic theorizing and incite creative approaches to academic co-writing, as well as more transparency about the academic writing process in general. Social implications Co-excavative methods disrupt traditional academic sites of knowledge production and engender space for relational intimacy. Originality/value The work introduces both a new method, co-excavative epistolary writing and a new rational framework, the critical dignity relational framework.

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“Does this happen to everyone?”: Women professors of color reflect on experiences in the academy

Cited by 18 publications

References 38 publications

Lean on me: Teaching together from a distance

Lean on me: Teaching together from a distance

Liberating Our Writing: Critical Narratives and Systemic Changes in Education and the Social Sciences

Get to know me, homey: exploring critical, relational and racial literacy possibilities in co-excavative letter writing

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