A SCHOLARLY BOOK REPOSITORY
Betrayal U intervenes in this context with a diverse, rich collection of essays, art, poetry, and research that explores these inequities through the lens of institutional betrayal, theorized by psychologist Jennifer Freyd. Edited by Rebecca G. Martínez and Monica J. Casper, this collection brings together thirty-six contributors who share personal experiences covering a range of topics in higher education. The work spans five thematic sections that examine the complexities of belonging and exclusion in academic settings.
The contributors share their lived experiences of academic life from diverse vantage points, showing the ways minoritized groups are made to feel unwelcome, further marginalized, and often positioned as the problem. Exhibiting courage, compassion, and a commitment to better futures, the voices in this collection offer both a searing indictment of higher education and pathways to alternative practices and structures. They shine a spotlight on academia today, including the promise of inclusion and the perils of exclusion.
Contributors
Celeste Atkins
Jasmine Banks
Krista L. Benson
Jessica Bishop-Royse
Samit Dipon Bordoloi
Monica J. Casper
Aparajita De
Kathy Diehl
Taylor Marie Doherty
Reshmi Dutt-Ballerstadt
Alma Flores
Alanna Gillis
C. Goldberg
Jennifer M. Gómez
Kristina Gupta
Jasmine L. Harris
Susan Hillock
Doreen Hsu
Jennifer Lai
Amy Andrea Martinez
Rebecca G. Martínez
Shantel Martinez
Sara A. Mata
Rachael McCollum
Wang Ping
Emily Rosser
Angélica Ruvalcaba
Brandy L. Simula
Rashna Batliwala Singh
Cierra Raine Sorin
Connor Spencer
Chantelle Spicer
Drawing on student publications of the late 1960s and early 1970s, as well as interviews with student activists, former administrators, and faculty, Williamson discusses the emergence of Black Power ideology, what constituted "blackness," and notions of self-advancement versus racial solidarity. Promoting an understanding of the role of black youth in protest movements, Black Power on Campus is an important contribution to the literature on African American liberation movements and the reform of American higher education.
In Broke, Laura T. Hamilton and Kelly Nielsen examine virtually all aspects of campus life to show how the new economic order in public universities, particularly at two campuses in the renowned University of California system, affects students. For most of the twentieth century, they show, less affluent families of color paid with their taxes for wealthy white students to attend universities where their own offspring were not welcome. That changed as a subset of public research universities, some quite old, opted for a “new” approach, making racially and economically marginalized youth the lifeblood of the university. These new universities, however, have been particularly hard hit by austerity. To survive, they’ve had to adapt, finding new ways to secure funding and trim costs—but ultimately it’s their students who pay the price, in decreased services and inadequate infrastructure.
The rise of new universities is a reminder that a world-class education for all is possible. Broke shows us how far we are from that ideal and sets out a path for how we could get there.
A collection of essays that provides advice and strategies for BIPOC scholars on how to survive, thrive, and resist in academic institutions.
Conditionally Accepted builds upon an eponymous blog on InsideHigherEd.com, which is now a decade-old national platform for BIPOC academics in the United States. Bringing together perspectives from academics of color on navigating intersecting forms of injustice in the academy, each chapter offers situated knowledge about experiencing—and resisting—marginalization in academia. Contextualized within existing scholarship, these personal narratives speak to institutional betrayals while highlighting agency and sharing stories of surviving on treacherous terrain. Covering topics from professional development to the emptiness of diversity, equity, and inclusion efforts, and redefining what it means to be an academic in our contemporary moment, this edited collection directly confronts issues of systemic exclusion, discrimination, harassment, microaggressions, tokenism, and surveillance. Letting marginalized scholars know they are not alone, Conditionally Accepted offers concrete wisdom for readers seeking to navigate and transform oppressive academic institutions.
In Degrees of Difference, women of color from diverse backgrounds give frank, unapologetic accounts of their battles—both internal and external—to navigate grad school and fulfill their ambitions. At the same time, the authors offer strategies for surviving the grind via stories of their own hard-won successes with self-care, building supportive communities, finding like-minded mentors, and resisting racism and unsupportive faculty and colleagues.
Contributors: Aeriel A. Ashlee, Denise A. Delgado, Nwadiogo I. Ejiogu, Delia Fernández, Regina Emily Idoate, Karen J. Leong, Kimberly D. McKee, Délice Mugabo, Carrie Sampson, Arianna Taboada, Jenny Heijun Wills, and Soha Youssef
As a major, public flagship university in the American South, so-called “Diversity University” has struggled to define its commitments to diversity and inclusion, and to put those commitments into practice. In Diversity Regimes, sociologist James M. Thomas draws on more than two years of ethnographic fieldwork at DU to illustrate the conflicts and contingencies between a core set of actors at DU over what diversity is and how it should be accomplished. Thomas’s analysis of this dynamic process uncovers what he calls “diversity regimes”: a complex combination of meanings, practices, and actions that work to institutionalize commitments to diversity, but in doing so obscure, entrench, and even magnify existing racial inequalities. Thomas’s concept of diversity regimes, and his focus on how they are organized and unfold in real time, provides new insights into the social organization of multicultural principles and practices.
However, change is in the air. Fight the Tower is a continuation of the Fight the Tower movement, which supports women standing up for their rights to claim their earned place in academia and to work for positive change for all within academic institutions. The essays provide powerful portraits, reflections, and analyses of a population often rendered invisible by the lies that sustain intersectional injustices in order to operate an oppressive system.
How does graduate admissions work? Who does the system work for, and who falls through its cracks? More people than ever seek graduate degrees, but little has been written about who gets in and why. Drawing on firsthand observations of admission committees and interviews with faculty in 10 top-ranked doctoral programs in the humanities, social sciences, and natural sciences, education professor Julie Posselt pulls back the curtain on a process usually conducted in secret.
“Politicians, judges, journalists, parents and prospective students subject the admissions policies of undergraduate colleges and professional schools to considerable scrutiny, with much public debate over appropriate criteria. But the question of who gets into Ph.D. programs has by comparison escaped much discussion. That may change with the publication of Inside Graduate Admissions…While the departments reviewed in the book remain secret, the general process used by elite departments would now appear to be more open as a result of Posselt’s book.”
—Scott Jaschik, Inside Higher Ed
“Revealing…Provide[s] clear, consistent insights into what admissions committees look for.”
—Beryl Lieff Benderly, Science
Winner, 2017 Missouri Conference on History Book Award
In 1936, Lloyd Gaines’s application to the University of Missouri law school was denied based on his race. Gaines and the NAACP challenged the university’s decision. Missouri ex rel. Gaines v. Canada (1938) was the first in a long line of decisions by the U.S. Supreme Court regarding race, higher education, and equal opportunity. The court case drew national headlines, and the NAACP moved Gaines to Chicago after he received death threats. Before he could attend law school, he vanished.
This is the first book to focus entirely on the Gaines case and the vital role played by the NAACP and its lawyers—including Charles Houston, known as “the man who killed Jim Crow”—who advanced a concerted strategy to produce political change. Horner and Endersby also discuss the African American newspaper journalists and editors who mobilized popular support for the NAACP’s strategy. This book uncovers an important step toward the broad acceptance of racial segregation as inherently unequal.
This is the inaugural volume in the series Studies in Constitutional Democracy, edited by Justin Dyer and Jeffrey Pasley of the Kinder Institute on Constitutional Democracy.
In Misconceiving Merit, sociologists Mary Blair-Loy and Erin A. Cech uncover the cultural foundations of a paradox. On one hand, academic science, engineering, and math revere meritocracy, a system that recognizes and rewards those with the greatest talent and dedication. At the same time, women and some racial and sexual minorities remain underrepresented and often feel unwelcome and devalued in STEM. How can academic science, which so highly values meritocracy and objectivity, produce these unequal outcomes?
Blair-Loy and Cech studied more than five hundred STEM professors at a top research university to reveal how unequal and unfair outcomes can emerge alongside commitments to objectivity and excellence. The authors find that academic STEM harbors dominant cultural beliefs that not only perpetuate the mistreatment of scientists from underrepresented groups but hinder innovation. Underrepresented groups are often seen as less fully embodying merit compared to equally productive white and Asian heterosexual men, and the negative consequences of this misjudgment persist regardless of professors’ actual academic productivity. Misconceiving Merit is filled with insights for higher education administrators working toward greater equity as well as for scientists and engineers striving to change entrenched patterns of inequality in STEM.
The phrase "political correctness" is on everyone’s lips, on radio and television, and in newspapers and magazines. The phenomenon itself, however, has been deceptively described. Wilson steps into the nation’s favorite cultural fray to reveal that many of the most widely publicized anecdotes about PC are in fact more myth than reality. Based on his own experience as a student and in-depth research, he shows what’s really going on beneath the hysteria and alarmism about political correctness and finds that the most disturbing examples of thought policing on campus have come from the right. The image of the college campus as a gulag of left-wing totalitarianism is false, argues Wilson, created largely through the exaggeration of deceptive stories by conservatives who hypocritically seek to silence their political opponents.
Many of today’s most controversial topics are here: multiculturalism, reverse discrimination, speech codes, date rape, and sexual harassment. So are the well-recognized protagonists in the debate: Dinesh D’Souza, William Bennett, and Lynne Cheney, among others. In lively fashion and in meticulous detail, Wilson compares fact to fiction and lays one myth after another to rest, revealing the double standard that allows "conservative correctness" on college campuses to go unchallenged.
“Does a service to all who would prefer a different path, offering realistic strategies to engage students in undermining scholarly stereotypes.”—Science
Picture a Professor is a collection of evidence-based insights and intersectional teaching strategies crafted by and for college instructors. It aims to inspire transformative student learning while challenging stereotypes about what a professor looks like.
Representing a variety of scholarly disciplines, the volume’s contributing authors offer practical advice for effectively navigating student preconceptions about embodied identity and academic expertise. Each contributor recognizes the pervasiveness of racialized, gendered, and other biases about professors and recommends specific ways to respond to and interrupt such preconceptions—helping students, teachers, and others reenvision what we think of when we picture a professor.
Educators at every stage of their career will find affirming acknowledgment of the ways systemic inequities affect college teaching conditions, as well as actionable advice about facilitating student learning with innovative course design, classroom activities, assessment techniques, and more.
Winner of the 2003 American Educational Studies Association Critics' Choice Awards
Winner of the 2003 Gustavus Myers Outstanding Book Award
Did affirmative action programs solve the problem of race on American college campuses, as several recent books would have us believe? If so, why does talking about race in anything more than a superficial way make so many students uncomfortable? Written by college instructors from many disciplines, this volume of essays takes a bold first step toward a nationwide conversation. Each of the twenty-nine contributors addresses one central question: what are the challenges facing a college professor who believes that teaching responsibly requires an honest and searching examination of race?
Professors from the humanities, social sciences, sciences, and education consider topics such as how the classroom environment is structured by race; the temptation to retreat from challenging students when faced with possible reprisals in the form of complaints or negative evaluations; the implications of using standardized evaluations in faculty tenure and promotion when the course subject is intimately connected with race; and the varying ways in which white faculty and faculty of color are impacted by teaching about race.
“An excellent book. Takagi takes a very complex and sensitive subject—racial politics—and shows, through a careful analysis . . . that changes in the discourse about Asian American admissions have facilitated a 'retreat from race' in the area of affirmative action. . . . This book will appeal to an audience significantly wider than a typical academic one.”— David Karen, Bryn Mawr College
Charges by Asian Americans that the top universities in the United States used quotas to limit the enrollment of Asian-American students developed into one of the most controversial public controversies in higher education since the Bakke case. In Retreat from Race, Dana Takagi follows the debates over Asian-American admissions at Berkeley, UCLA, Brown, Stanford, Harvard, and Princeton. She explains important developments in the politics of race: changes in ethnic coalitions, reconstruction of the debate over affirmative action, and the conservative challenge to the civil rights agenda of the 1960s. Takagi examines the history and significance of the Asian American admissions controversy on American race relations both inside and outside higher education.
Takagi's central argument is that the Asian-American admissions controversy facilitated a subtle but important shift in affirmative action policy away from racial preferences toward class preferences. She calls this development a retreat from race. Takagi suggests that the retreat signals not only an actual policy shift but also the increasing reluctance on the part of intellectuals, politicans, and policy analysts to identify and address social problems as explicitly racial problems.
Moving beyond the university setting, Takagi explores the political significance of the retreat from race by linking Asian-American admissions to other controversies in higher education and in American politics, including the debates over political correctness and multiculturalism. In her assessment, the retreat from race is likely to fail at its promise of easing racial tension and promoting racial equality.
Special Admission contradicts the national belief that college sports provide upward mobility opportunities. Kirsten Hextrum documents how white middle-class youth become overrepresented on college teams. Her institutional ethnography of one elite athletic and academic institution includes over 100 hours of interviews with college rowers and track & field athletes. She charts the historic and contemporary relationships between colleges, athletics, and white middle-class communities that ensure white suburban youth are advantaged in special athletic admissions. Suburban youth start ahead in college admissions because athletic merit—the competencies desired by university recruiters—requires access to vast familial, communal, and economic resources, all of which are concentrated in their neighborhoods. Their advantages increase as youth, parents, and coaches strategically invest in and engineer novel opportunities to maintain their race and class status. Thus, college sports allow white, middle-class athletes to accelerate their racial and economic advantages through admission to elite universities.
As Jew gained accolades and advanced through the ranks at Iowa, she was met with increasingly vicious attacks on her character by her white male colleagues—implying that her sexuality had opened doors for her. After years of being subjected to demoralizing sexual, racial, and ethnic discrimination, finding herself without any higher-up departmental support, and noting her professional progression beginning to suffer by the hands of hate, Jean Jew decided to fight back. Carolyn Chalmers was her lawyer.
This book tells the inside story of pioneering litigation unfolding during the eight years of a university investigation, a watershed federal trial, and a state court jury trial. In the face of a university determined to defeat them and maintain the status quo, Jew and Chalmers forged an exceptional relationship between a lawyer and a client, each at the top of their game and part of the first generation of women in their fields. They Don’t Want Her There is a brilliant, original work of legal history that is deeply personal and shows today’s professional women just how recently some of our rights have been won—and at what cost.
No text in composition has made such a sweeping attempt to place the multiple areas of translingualism, anti-racism, anticolonialism, interdisciplinarity, and disability into conversation or to represent the field as broadly unified around the concept of difference. The chapters in this book specifically explore how monolingual ideology is maintained in institutions and how translingual strategies can (re)include difference; how narrative-based interventions can promote writing across difference in classrooms and institutions by complicating dominant discourses; and how challenging dominant logics of class, race, ability, and disciplinarity can present opportunities for countering divisiveness.
Writing Across Difference offers writing scholars a sustained intellectual encounter with the crisis of difference and foregrounds the possibilities such an encounter offers for collective action toward a more inclusive and equitable society. It presents a variety of approaches for intervening in classrooms and institutions in the interest of focalizing, understanding, negotiating, and bridging difference. The book will be a valuable resource to those disturbed by the bigotry, violence, and fanaticism that mark our political culture and who are seeking inspiration, models, and methods for collective response.
Contributors: Anis Bawarshi, Jonathan Benda, Megan Callow, James Rushing Daniel, Cherice Escobar Jones, Laura Gonzales, Juan Guerra, Stephanie Kerschbaum, Katie Malcolm, Nadya Pittendrigh, Mya Poe, Candice Rai, Iris Ruiz, Ann Shivers-McNair, Neil Simpkins, Alison Y. L. Stephens, Sumyat Thu, Katherine Xue, Shui-yin Sharon Yam
Noting a lack of sustained and productive dialogue about race in university writing center scholarship, the editors of this volume have created a rich resource for writing center tutors, administrators, and scholars. Motivated by a scholarly interest in race and whiteness studies, and by an ethical commitment to anti-racism work, contributors address a series of related questions: How does institutionalized racism in American education shape the culture of literacy and language education in the writing center? How does racism operate in the discourses of writing center scholarship/lore, and how may writing centers be unwittingly complicit in racist practices? How can they meaningfully operationalize anti-racist work? How do they persevere through the difficulty and messiness of negotiating race and racism in their daily practice? The conscientious, nuanced attention to race in this volume is meant to model what it means to be bold in engagement with these hard questions and to spur the kind of sustained, productive, multi-vocal, and challenging dialogue that, with a few significant exceptions, has been absent from the field.
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