Preparing for Fiscal Leadership in Student Affairs: The Senior Student Affairs Officer Voice

Stewart, Stephanie C; Williams, Terry E.

doi:10.2202/1949-6605.6087

Cited by 7 publications

(7 citation statements)

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“…Anti-Blackness rhetoric is multifaceted as the rhetoric used can harm Black people’s ways of being and enact white supremacy (Dancy et al, 2018; Stewart, 2019). Instances of anti-Blackness often hide within the rhetoric of inclusion, which can go unexamined and unchecked, excluding and targeting Black people through ideologies of absence (Stewart, 2019). Further, anti-Blackness has been known to be embedded into institutional leaders’ responses to racialized incidents.…”

Section: Institutional Responses To Racialized Incidentsmentioning

confidence: 99%

“Failing to respond”: Black graduate students’ perceptions of a university president’s responses to racialized incidents.

Briscoe¹

2024

Journal of Diversity in Higher Education

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Guided by Hurtado et al.'s (2012) Multi-Contextual Model for Diverse Learning Environments, this qualitative case study examined Black graduate students' perceptions of a university president's responses to racialized incidents. Data were analyzed on an institutional level through institutional documents and presidential statements and individually through interviews with 12 Black graduate students from the University of Maryland, College Park. The findings were displayed through narrative summaries and demonstrate how Black graduate students felt othered, marginalized, and silenced due to the president's responses to racialized incidents. Findings show the lack of institutional response strategies that the president used and how participants viewed the president's responses to racialized incidents as untimely, inadequate, and inappropriate. The president's responses through campus statements underscored nonperformative and anti-Blackness rhetoric from the participants' vantage point, displaying a lack of actionoriented language, next steps, and strategies to assist them during the aftermath of the incidents. This study further illustrates the significance of the presidency's role when addressing race and racism issues and how their responses have the power to disrupt or harm the personal lived experiences of Black graduate students. Broader implications for practice and recommendations for theory and future research are offered.

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Section: Institutional Responses To Racialized Incidentsmentioning

confidence: 99%

“Failing to respond”: Black graduate students’ perceptions of a university president’s responses to racialized incidents.

Briscoe¹

2024

Journal of Diversity in Higher Education

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“…As such, students have worked to ensure that their experiences were represented and supported in the cultural, academic, and social experiences of the university (Ferguson, 2012; Patton, 2011; Rojas, 2007). However, despite reductive claims that universities are responsive to the ongoing needs of diverse student, staff, and faculty populations (Ahmed, 2012), and that affinity-based centers are safe havens for those with marginalized identities (Campus Pride Index, 2020), reports of anti-Blackness (e.g., Stewart, 2019), homophobia (Renn, 2011), and transphobia (e.g., Beemyn et al, 2005) persist. These instances continue to proliferate across time, region, and institutional type, suggesting a presence of racist, homophobic, and transphobic discourses that frame college life (Blockett, 2017; Jourian, 2017; Marine, 2011; Mobley & Johnson, 2019; Nicolazzo, 2016b, 2017a, 2017b; Patton, 2014, 2016; Simmons, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

Don't say sorry, do better: Trans students of color, disidentification, and internet futures.

Simms¹,

Nicolazzo²,

Jones³

2023

Journal of Diversity in Higher Education

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Despite the increase of studies done on trans college students and an increase in LGBT Centers on college campuses, college campuses are still failing to adequately meet the needs of their trans students. Furthermore, the ongoing effects of racism in queer and trans spaces remain a phenomenon in urgent need of redress. This study uses queer of color critique to examine the specific ways trans students of color (TSOC) use the internet as a way to explore notions of self as well as navigate the pernicious material realities of campus life.

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“…In this section, we draw upon a growing body of literature that illuminates invisibility and hypervisibility. Invisibility can be defined as "being treated as if one is not visible, and being dismissed, devalued, ignored, and delegitimized by others because of one's race" (Torres-Harding et al, 2012, p. 155-156 ) or due to membership in a social identity group with limited representation (Stewart, 2018-19). Ironically, while those holding marginalized identities often experience feeling voiceless and invisible, they often also experience feeling highly scrutinized or hypervisible.…”

Section: Invisibility and Hypervisibilitymentioning

confidence: 99%

“…Ironically, while those holding marginalized identities often experience feeling voiceless and invisible, they often also experience feeling highly scrutinized or hypervisible. Hypervisibility is the "condition of being subject to heightened scrutiny, observations, and policing due to one's limited representation" (Stewart, 2018-19). Ryland (2013) further described hypervisibility as "scrutiny based on perceived difference, often (mis) recognized as deviance" (p. 222).…”

Section: Invisibility and Hypervisibilitymentioning

confidence: 99%

“There’s a Human Being Here”: A Doctoral Class Uses Duoethnography to Explore Invisibility, Hypervisibility, and Intersectionality

Vaccaro

Baylor

Forsythe

et al. 2020

IJDS

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Aim/Purpose: This paper contributes to the scholarly literature on intersectionality and social injustice (invisibility, hypervisibility) in higher education and serves as a model for enacting doctoral education where research, theory, and practice converge. Background: Invisibility and hypervisibility have long been documented as social injustices, but very little literature has documented how doctoral students (who are also university employees) make meaning of intersecting privileges and oppressions within post-secondary hierarchies. Methodology: This study used a 10-week Duoethnography with co-researchers who were simultaneously doctoral students, staff, instructors, and administrators in higher education settings. Contribution: This paper offers a unique glimpse into currere—the phenomenon of theory and practice converging—to offer an intensive interrogation of life as curriculum for five doctoral students and a professor. Findings: This paper illuminates rich meaning-making narratives of six higher educators as they grappled with invisibility and hypervisibility in the context of their intersecting social identities as well as their varied locations within post-secondary hierarchies/power structures. Recommendations for Practitioners: Duoethnography can be an effective strategy for social justice praxis in doctoral programs as well as other higher education departments, divisions, or student organizations. Recommendation for Researchers: Researchers can use Duoethnography to explore a plethora of social justice issues in doctoral education and across staff, faculty, and Ph.D. student experiences within the power structures of post-secondary education. Impact on Society: Examining intersectionality, invisibility and hypervisibility is an important way to delve into the complexity of oppression. There will be no justice until all forms of oppression (including hypervisibility and invisibility) are extinguished. Future Research: Future research can more deeply explore social injustices and the intersections of not only social identities, but also social locations of doctoral students who are simultaneously employees and students in a university hierarchy.

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Preparing for Fiscal Leadership in Student Affairs: The Senior Student Affairs Officer Voice

Cited by 7 publications

References 0 publications

“Failing to respond”: Black graduate students’ perceptions of a university president’s responses to racialized incidents.

“Failing to respond”: Black graduate students’ perceptions of a university president’s responses to racialized incidents.

Don't say sorry, do better: Trans students of color, disidentification, and internet futures.

“There’s a Human Being Here”: A Doctoral Class Uses Duoethnography to Explore Invisibility, Hypervisibility, and Intersectionality

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