Contemporary research on the lives and experiences of women of color tends to neglect the influence of women’s perceived access to voice as they manage tensions related to race, class, and gender. Underserved Women of Color, Voice, and Resistance: Claiming a Seat at the Table contributes to current dialogues that construct Black Feminist Theory as active, critical engagement within dominant American institutions that oppress women of color in their daily lives. Women of color face unique social challenges that exist at the intersections of race, gender, class, and sexual orientation. While some challenges are common to women of color, others reflect the distinct journey each woman makes as she negotiates her identity within her family, professional circle, social and romantic relationships, and community. The editors have constructed a rich collection of voices in this work exploring the politics of women of color across various social contexts.

Women of Color Navigating Mentoring Relationships explores and critically examines the opportunities and challenges presented in mentoring relationships involving women of color. While all mentoring relationships are unique to the individuals involved in them, this book highlights the roles of race, class, and gender-oriented constructions in the establishment, maintenance, and dissolution of specific mentoring relationships in which women of color are engaged. This edited collection argues that traditional notions of mentoring fail to account for intersectionality and power dynamics that can have profound effects on mentoring practices, and that institutional “best practices” for mentoring do little to address the impact of constructions of “otherness” on the success (or failure) of mentoring relationships involving women of color.. Recommended for scholars of communication studies, gender studies, race studies, and for scholars pursuing a career in academia.

​Talking about Leaving Revisited discusses findings from a five-year study that explores the extent, nature, and contributory causes of field-switching both from and among “STEM” majors, and what enables persistence to graduation. The book reflects on what has and has not changed since publication of Talking about Leaving: Why Undergraduates Leave the Sciences (Elaine Seymour & Nancy M. Hewitt, Westview Press, 1997). With the editors’ guidance, the authors of each chapter collaborate to address key questions, drawing on findings from each related study source: national and institutional data, interviews with faculty and students, structured observations and student assessments of teaching methods in STEM gateway courses. Pitched to a wide audience, engaging in style, and richly illustrated in the interviewees’ own words, this book affords the most comprehensive explanatory account to date of persistence, relocation and loss in undergraduate sciences. Comprehensively addresses the causes of loss from undergraduate STEM majors—an issue of ongoing national concern. Presents critical research relevant for nationwide STEM education reform efforts. Explores the reasons why talented undergraduates abandon STEM majors. Dispels popular causal myths about why students choose to leave STEM majors. This volume is based upon work supported by the Alfred P. Sloan Foundation Award No. 2012-6-05 and the National Science Foundation Award No. DUE 1224637.

This book explores representations of Wonder Woman and Captain Marvel in comics and film, as well as political struggles over these works, to illuminate contemporary cultural concerns about gender, sexuality, race, migration, imperialism, and war. It focuses on the only two female superheroes who have long histories grounded in feminist activism and military service, and who have starred in blockbuster origin films at a time when resurgent progressive activism has been met by an emboldened backlash against movements for equality. Interdisciplinary and intersectional, the book employs insights from political science and political economy, feminist theories, critical race theory, postcolonial theory, and queer theory to explore how these characters’ feminism and militarism render them particularly appealing and profitable in contentious times. This is a concise, accessible text suitable for students and scholars in comics studies, media studies, film studies, and women’s and gender studies.

With chapters written by more than 25 leading and emerging international scholars, The Bloomsbury Handbook to Sylvia Plath provides the most comprehensive collection of contemporary scholarship on Plath's work. Including new scholarly perspectives from feminist and gender studies, critical race studies, medical humanities and disability studies, this collection explores: · Plath's literary contexts – from the Classics and the long poem to W.B Yeats, Edith Sitwell, Ruth Sillitoe, Carol Ann Duffy, and Ted Hughes · New insights from Plath's previously unpublished letters and writings · Plath's broadcasting work for the BBC Providing new approaches to her life and work, this book is an indispensable volume for scholars of Sylvia Plath.

This book documents the lived experiences of women of color academics who have leveraged their professional positions to challenge the status quo in their scholarship, teaching, service, activism, and leadership. By presenting reflexive work from various vantage points within and outside of the academy, contributors document the cultivation of mentoring relationships, the use of administrative roles to challenge institutional leadership, and more. Through an emphasis on the various ways in which women of color have succeeded in the academy—albeit with setbacks along the way—this volume aims to change the discourse surrounding women of color academics: from a focus on trauma and mere survival to a focus on courage and thriving.

The field of political science has not given sufficient attention to pedagogy. This book outlines why this is a problem and promotes a more reflective and self-critical form of political science pedagogy. To this end, the author examines innovative work on radical pedagogy such as critical race theory and feminist theory as well as more traditional perspectives on political science pedagogy. Bridging the divide between this research and scholarship on both teaching and learning opens the prospect of a critical, radical and utopian form of political science pedagogy. With chapters on Socrates, Frantz Fanon, Paulo Freire, Leo Strauss, Sheldon S. Wolin, e-learning, and a prison field trip, this book outlines a new path for political science pedagogy.

Speaking Out of Turn is the first monograph dedicated to the forty-year oeuvre of feminist conceptual artist Lorraine O’Grady. Examining O’Grady’s use of language, both written and spoken, Stephanie Sparling Williams charts the artist’s strategic use of direct address—the dialectic posture her art takes in relationship to its viewers—to trouble the field of vision and claim a voice in the late 1970s through the 1990s, when her voice was seen as “out of turn” in the art world. Speaking Out of Turn situates O’Grady’s significant contributions within the history of American conceptualism and performance art while also attending to the work’s heightened visibility in the contemporary moment, revealing both the marginalization of O’Grady in the past and an urgent need to revisit her art in the present.

An essential contribution to twentieth-century political history, Black Women and Politics in New York City documents African American women in New York City fighting for justice, civil rights, and equality in the turbulent world of formal politics from the suffrage and women's rights movements to the feminist era of the 1970s. Historian and human rights activist Julie A. Gallagher deftly examines how race, gender, and the structure of the state itself shape outcomes, and exposes the layers of power and discrimination at work in American society. She combines her analysis with a look at the career of Shirley Chisholm, the first black woman elected to Congress and the first to run for president on a national party ticket. In so doing, she rewrites twentieth-century women's history and the dominant narrative arcs of feminist history that hitherto ignored African American women and their accomplishments.

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