Socializing doctoral students the feminist way

Palmer, Dajanae; Washington, Sylvia Hood; Silberstein, Samantha; Saxena, Pooja; Bose, Suparna

doi:10.1080/09518398.2022.2061737

Cited by 4 publications

(3 citation statements)

References 14 publications

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“…Within the SCM, we can create spaces that support our vision of what educational environments could look like if they centered Pōpolo and Kānaka ways of knowing and being. In this way, we reject white heteropatriarchal values of individualism and competition (Palmer et al, 2022) and choose Pōpolo and Kānaka ʻōiwi epistemologies of collaboration and support instead.…”

Section: Alicia's Storymentioning

confidence: 91%

E kolo ana nō ke ēwe i ke ēwe: Our genealogy of building Pōpolo & Kānaka ʻŌiwi sisterhood through the Sister Circle at Mānoa

Shelly,

McAdoo

2024

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Traditionally, “sister circles are support groups that build upon existing friendships, fictive kin networks, and the sense of community found among Black women” (Neal-Barnett et al., 2018). The context of attending an Indigenous-serving institution grounded in Native Hawaiian culture, values, and knowledge, coupled with the dearth of Black women attending the University of Hawaiʻi at Mānoa, causes us to reimagine what a traditional sister circle might look like. Hence, we describe the importance of Black and Indigenous women's solidarities and how they are shaped and informed by place. Within this reflection, we describe how ʻike Hawaiʻi (Hawaiʻi centered knowledge) and ʻāina (land) inform the ways in which we create and sustain community for ourselves and other women of color attending UH Mānoa.

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Section: Alicia's Storymentioning

confidence: 91%

E kolo ana nō ke ēwe i ke ēwe: Our genealogy of building Pōpolo & Kānaka ʻŌiwi sisterhood through the Sister Circle at Mānoa

Shelly,

McAdoo

2024

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“…Because students must often mask aspects of their identities in their departments or institutions, these counterspaces create a space of belonging by allowing doctoral students to be their authentic selves and can also encourage research collaborations [53]. As an illustration, doctoral students created a feminist research group that emphasized collaboration over competition and demonstrated authentic care toward each other [54]. Peers can impart important information beyond what faculty can, such as how to navigate politics, and provide more frequent encouragement and support [51].…”

Section: Peersmentioning

confidence: 99%

Improving Equitable Access to Graduate Education by Reducing Barriers to Minoritized Student Success

Rehfeld,

Renbarger,

Sulak

et al. 2024

Education Sciences

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Structural inequities in graduate education perpetuate inequity for students with historically minoritized identities. This paper reviews previous reports of inequities faced by students with minoritized identities and suggests a path forward for improving equitable access to doctoral study. Specifically, this paper suggests investing in the scholarship of teaching and learning while using Gardner’s model of doctoral student development to provide targeted support at different levels of operation: the institution, the department, and the individual. Evidence for suggested supports is also provided and a call for further research on the effects of such programs for recruitment, retention, and graduation of minoritized students is made.

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“…Citations are an active choice. As a discipline, we can be more intentional with thinking about citation as creating a scholarly community of care (D'Ignazio and Klein 2020:215–224; Palmer et al 2022; Thieme and Saunders 2018). Not using a reference or not including a research area because it is not published in English is unacceptable but commonly practiced.…”

Section: Critical Assessmentmentioning

confidence: 99%

An Intersectional Approach to Equity, Inequity, and Archaeology

Prince

Blackwood

Brough

et al. 2022

Adv. archaeol. pract.

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The year 2020 was an awakening for some. For others, it reiterated the persistent social injustice in the United States. Compelled by these events, 30 diverse individuals came together from January to May 2021 for a semester-long seminar exploring inequity in archaeological practice. The seminar's discussions spotlighted the inequity and social injustices that are deeply embedded within the discipline. However, inequity in archaeology is often ignored or treated narrowly as discrete, if loosely bound, problems. A broad approach to inequity in archaeology revealed injustice to be intersectional, with compounding effects. Through the overarching themes of individual, community, theory, and practice, we (a subset of the seminar's participants) explore inequity and its role in various facets of archaeology, including North–South relations, publication, resource distribution, class differences, accessibility, inclusive theories, service to nonarchaeological communities, fieldwork, mentorship, and more. We focus on creating a roadmap for understanding the intersectionality of issues of inequity and suggesting avenues for continued education and direct engagement. We argue that community-building—by providing mutual support and building alliances—provides a pathway for realizing greater equity in our discipline.

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Socializing doctoral students the feminist way

Cited by 4 publications

References 14 publications

E kolo ana nō ke ēwe i ke ēwe: Our genealogy of building Pōpolo & Kānaka ʻŌiwi sisterhood through the Sister Circle at Mānoa

E kolo ana nō ke ēwe i ke ēwe: Our genealogy of building Pōpolo & Kānaka ʻŌiwi sisterhood through the Sister Circle at Mānoa

Improving Equitable Access to Graduate Education by Reducing Barriers to Minoritized Student Success

An Intersectional Approach to Equity, Inequity, and Archaeology

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