Introduction:

Defining culturally responsive research: Learnings and tensions in minoritized researcher perspectives.

“…In one representative example of this approach, a participant wrote, “to be a culturally responsive researcher means my voice is the voice of all [minoritized] people.” This perspective is quite different from the participants who centered their own communities and articulated clear engagement with these communities as the center of their own CRR practice. Participants in these examples talked about how “epistemologically, [CRR] means that knowledge is coconstructed” and about the ways in which CRR works “to involve participants and community members as coconstructors of the research.” These perspectives mirror existing CRR research approaches that urge “scholars to be responsive to their communities and create positive social change” (Minthorn & Shotton, 2018, p. 4).…”

“They won't do it the way I can”: Haudenosaunee relationality and goodness in Native American postsecondary student support.

“…Despite feeling largely unsupported by their administrations, they increased the general knowledge of the institution. Moreover, their sense of responsibility required emotional labor like that described in Ambo (2018), Minthorn and Chávez (2015), and Kenny and Fraser (2012).…”

Academia and Motherhood: A Narrative Inquiry of Ontario Academic Mothers’ Experiences in University Graduate Programs

“…Further, advancement into top-tier academic positions is slower for women than for men, women are paid less money than men at the same rank, and women receive fewer national awards and prizes (Catalyst, 2021;Valian, 2009). This lack of parity also becomes more pronounced for women of color (Kobayashi, 2009) and Indigenous women in the academy (Lavallée, 2020;Minthorn, 2018;Minthorn & Shotton, 2018).…”