The courageous and inspiring personal narratives and empirical studies in Presumed Incompetent II: Race, Class, Power, and Resistance of Women in Academia name formidable obstacles and systemic biases that all women faculty—from diverse intersectional and transnational identities and from tenure track, terminal contract, and administrative positions—encounter in their higher education careers. They provide practical, specific, and insightful guidance to fight back, prevail, and thrive in challenging work environments. This new volume comes at a crucial historical moment as the United States grapples with a resurgence of white supremacy and misogyny at the forefront of our social and political dialogues that continue to permeate the academic world. Contributors: Marcia Allen Owens, Sarah Amira de la Garza, Sahar Aziz, Jacquelyn Bridgeman, Jamiella Brooks, Lolita Buckner Inniss, Kim Case, Donna Castaneda, Julia Chang, Meredith Clark, Meera Deo, Penelope Espinoza, Yvette Flores, Lynn Fujiwara, Jennifer Gomez, Angela Harris, Dorothy Hines, Rachelle Joplin, Jessica Lavariega Monforti, Cynthia Lee, Yessenia Manzo, Melissa Michelson, Susie E. Nam, Yolanda Flores Niemann, Jodi O’Brien, Amelia Ortega, Laura Padilla, Grace Park, Stacey Patton, Desdamona Rios, Melissa Michal Slocum, Nellie Tran, Rachel Tudor, Pamela Tywman Hoff, Adrien Wing, Jemimah Li Young

Presumed Incompetent is a pathbreaking account of the intersecting roles of race, gender, and class in the working lives of women faculty of color. Through personal narratives and qualitative empirical studies, more than 40 authors expose the daunting challenges faced by academic women of color as they navigate the often hostile terrain of higher education, including hiring, promotion, tenure, and relations with students, colleagues, and administrators. The narratives are filled with wit, wisdom, and concrete recommendations, and provide a window into the struggles of professional women in a racially stratified but increasingly multicultural America.

"earlier. While the term "feminist" was not used in the United States until the 1910s, the foundations of feminist legal theory were first conceptualized as early as 1848 and developed over the next one hundred and fifty years. This chapter traces that development. It begins with the establishment of the core theoretical precepts of gender and equality grounded in the surprisingly comprehensive philosophy of the nineteenth-century's first women's rights movement ignited at Seneca Falls. It then shows how feminist legal theory was popularized and advanced by the political activism of the women's suffrage movement, even as suffragists limited the feminist consensus to one based on women's maternalism. Progressive feminism then expanded the theoretical framework of feminist theory in the early twentieth century, encapsulating ideas of global peace, market work, and sex rights of birth control. In the modern era, legal feminists gravitated back to pragmatic and concrete ideas of formal equality, and the associated legalisms of equal rights and equal protection. Yet through each of these periods, the two common imperatives were to place women at the center of analysis and to recognize law as a fundamental agent of change"--

This timely volume identifies factors that impede the success of women in STEM professions and demonstrates the negative impact of sexual harassment on women’s physical health, mental health, and job performance. Focusing specifically on the narratives of women in higher education, the authors illuminate the structural and systemic barriers facing women working as graduate students, faculty, and administrators. Drawing on insights from the #metoo and #timesup movements as well as the Brett Kavanaugh Senate hearings, this book: Provides real-life narratives as clarifying examples Validates the experiences of women struggling to negotiate the STEM workplace Recommends specific helpful practices for both women and employers .This book will be a valuable resource for those in academia and the workplace, and serve as an illuminating of women's experience generally.

Black Experiences in Higher Education: Faculty, Staff, and Students illuminates the narratives of Black faculty, staff, and students and how they navigate their professional experiences, confront the hidden curriculum and work to transform academia. As we think about the context of Black Lives Matter, intersections of race and gender, and what it means to be Black in America, there is a new consciousness and attention to the uniqueness of Black experiences in the world. This book calls attention to how Black folks are navigating their experiences within higher education. The book will present an overarching aim to delve into Black voices and experiences in higher education. Contributing authors hold varying roles of faculty, staff, and students, all sharing their experiences in higher education in the USA. In particular these scholars reflect on the challenges and opportunities within the three themes of mental health and wellness, mentorship and creating supportive spaces, and career experiences, trajectories and pathways. The aim of the variety of contributing authors creates a space to reveal unique Black experiences and voices, therefore contributing to the scholarly discourse on race in America, and in higher education, in particular.

Cultural Processes of Inequality: A Sociological Perspective shows how inequality is produced and reproduced through mundane, routine actions based on taken-for-granted assumptions about who should be treated well and who ‘deserves’ to be treated poorly. Members of socially valued groups (such as white people and men) tend to receive the benefit of the doubt both personally and institutionally, while members of socially devalued groups tend to be denied the benefit of the doubt in both kinds of contexts. This straightforward way of thinking about value and devaluation, privilege and discrimination, works across multiple forms of inequality and at social levels ranging from interpersonal interactions to large-scale institutions, while showcasing the importance of different levels and types of social power (decision-making, cultural and individual). Moral exclusion and inclusion, moral alchemy, false equivalencies, self-fulfilling prophecies, positive and negative visibility and invisibility and the linking of social groups to definitions of social problems are among the processes discussed. Contemporary U.S. examples show how these often-underutilized sociological concepts make sense of specific kinds of inequality. The book includes concrete suggestions for social change, an appendix introducing sociology and discussion questions for students.

The first book to provide first-generation, low-income, and nontraditional students of color with insider knowledge on how to consider and navigate graduate school Is Grad School for Me? is a calling card and a corrective to the lack of clear guidance for historically excluded students navigating the onerous undertaking of graduate school—starting with asking if grad school is even a good fit. This essential resource offers step-by-step instructions on how to maneuver the admissions process before, during, and after applying. Unlike other guides, Is Grad School for Me? takes an approach that is both culturally relevant and community based. The book is packed with relatable scenarios, memorable tips, common myths and mistakes, sample essays, and templates to engage a variety of learners. With a strong focus on demystifying higher education and revealing the hidden curriculum, this guide aims to diversify a wide range of professions in academia, nonprofits, government, industry, entrepreneurship, and beyond.

Troubling Traditions takes up a 21st century, field-specific conversation between scholars, educators, and artists from varying generational, geographical, and identity positions that speak to the wide array of debates around dramatic canons. Unlike Literature and other fields in the humanities, Theatre and Performance Studies has not yet fully grappled with the problems of its canon. Troubling Traditions stages that conversation in relation to the canon in the United States. It investigates the possibilities for multiplying canons, methodologies for challenging canon formation, and the role of adaptation and practice in rethinking the field’s relation to established texts. The conversations put forward by this book on the canon interrogate the field’s fundamental values, and ask how to expand the voices, forms, and bodies that constitute this discipline. This is a vital text for anyone considering the role, construction, and impact of canons in the US and beyond.

This edited volume examines the diverse Latinx/a/o student populations in higher education. Offering innovative approaches to understand the asset-based contributions of Latinx/a/o students and the communities they come from, this book showcases scholars from various disciplines, including, psychology, sociology, higher education, history, gender studies, and beyond. Chapter authors argue that various forms of knowledge and culturally relevant methodologies can help advance and promote the success and navigation of Latinx/a/o students. The contributors of this book challenge the deficit framing often found in higher education, and expand conceptualizations, theories, and methodologies used in the study of Latinx/a/o student populations to incorporate AfroLatinx/a/o perspectives, center Central American students in research, and bring Undocumented Critical Theory into the conversation. This important work provides a guide for higher education and student affairs scholars and practitioners, helping create knowledge to better understand Latinx/a/o student populations in higher education.

Highlighting the nine guiding principles to help women succeed in their academic careers. Although there are more women in higher education than ever before—and increasingly in leadership positions—their paths to success are more difficult than those paved for men. Nine Guiding Principles for Women in Higher Education is a concise and accessible resource aimed at helping women faculty succeed in their academic careers. Karyn Z. Sproles offers guidance, humor, and courage to women in higher education, paying particular attention to those with children and women of color. Based on a wide range of scholarship, stories from dozens of women, and Sproles's personal experience from 34 years as a professor, department chair, and dean, Nine Principles offers advice on • facing down impostor syndrome, • avoiding social isolation, • building networks of mentors, • preparing for tenure, • balancing teaching, scholarship, and home life, and more. Practical and visionary, the nine principles guide readers from the beginning of their careers through to leadership roles. Women in academia—including adjuncts, graduate students, and tenure-track professors—will find the tools they need to balance success with the rest of life's demands. Each chapter ends with a quick list of advice for easy reference and suggested reading to explore more on the chapter's topic. Rounding out the book is a workshop section that can be used by individual readers or as a guide for conducting workshops and faculty development programs.