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Feminist Mentoring in Academia
Jessica A. Pauly, Stevie M. Munz, Leandra Hinojosa Hernández; Contributions by Jordan Allen, Jennifer Bender, …
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R2,258
Discovery Miles 22 580
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Ships in 12 - 17 working days
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Feminist Mentoring in Academia offers a varied collection of
autoethnographic and research-based accounts of support, struggle,
and resilience from the ivory tower. Contributors write about the
moments in-between, where feminist mentoring initiates, renews,
thrives, and sometimes struggles. The work presented in this book
highlights how feminist mentoring happens between professor and
student; junior faculty and tenured; and occurs repeatedly.
Featuring contributions from scholars at varying points in their
academic careers, the chapters of this book propose best feminist
mentorship practices, disclose personal narratives, and critique
traditional forms of mentoring with visions for feminist mentorship
futures. Scholars of communication, feminist studies, higher
education, and sociology will find this book of particular
interest.
"The FLOTUS Effect" emphasizes the import of agency on the part of
Michelle Obama in relation to her politics as evidenced in her
positionality and presence as the first African American woman to
serve as First Lady of the United States of America. Her occupation
of a previously white space and place tended to frame her as an
enigma in the American mind and media. Contributors reflect on Mrs.
Obama's eight years in her ceremonial position, and the ways she
chose to uniquely embody her role. Hence, the result is a volume
that speculates upon her evolving legacy, and the likely "effects"
of what it meant to be the first African-American woman to serve in
the ceremonial, yet powerful, role of FLOTUS.
"The FLOTUS Effect" emphasizes the import of agency on the part of
Michelle Obama in relation to her politics as evidenced in her
positionality and presence as the first African American woman to
serve as First Lady of the United States of America. Her occupation
of a previously white space and place tended to frame her as an
enigma in the American mind and media. Contributors reflect on Mrs.
Obama’s eight years in her ceremonial position, and the ways she
chose to uniquely embody her role. Hence, the result is a volume
that speculates upon her evolving legacy, and the likely
“effects” of what it meant to be the first African-American
woman to serve in the ceremonial, yet powerful, role of FLOTUS.
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.
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.
Dissertating During a Pandemic: Narratives of Success from Scholars
of Color examines the experiences of doctoral students of color
writing the dissertation currently and those who successfully
defended their dissertation after the onset of COVID-19 and
subsequent shutting down of college campuses in March 2020. While
we know that scholars of color experience many barriers to
completing the dissertation process prior to COVID-19 such as being
in racist academic environments and being engaged in research areas
that may not be supported by predominantly White faculty, it is
important to consider how scholars of color are managing the
dissertation process during this pandemic. We approach this book
from an asset-based approach where chapter authors are approaching
both the challenges and opportunities they have experienced due to
being a dissertation writer during the pandemic. Chapter authors
also provide poignant feedback on how professors can be supportive
to their needs as dissertation writers. One especially important
contribution of this book is that our authors are from a variety of
disciplines including: education, social work, psychology, African
American studies, and sociology. Additionally, chapter authors are
doctoral candidates (and recent graduates) at predominantly White
institutions, historically Black colleges and universities, and
online universities. Given the breadth of institution types each
chapter will provide poignant suggestions for doctoral students
across the nation as well as for faculty who are looking to better
understand the dissertation writer experience to support their own
students. Because of the novelty of COVID-19, little is known about
how doctoral students engaged in writing the dissertation during
COVID19 are adapting. Moreover, there is little information
available for professors on how to support their doctoral students
during these unprecedented times. Thus, Dissertating During a
Pandemic: Narratives of Success from Scholars of Color is
positioned to be a must read for professors looking to support
their doctoral student advisees as well as for doctoral students
who are looking for strategies to navigate the dissertation process
during the pandemic and beyond.
Dissertating During a Pandemic: Narratives of Success from Scholars
of Color examines the experiences of doctoral students of color
writing the dissertation currently and those who successfully
defended their dissertation after the onset of COVID-19 and
subsequent shutting down of college campuses in March 2020. While
we know that scholars of color experience many barriers to
completing the dissertation process prior to COVID-19 such as being
in racist academic environments and being engaged in research areas
that may not be supported by predominantly White faculty, it is
important to consider how scholars of color are managing the
dissertation process during this pandemic. We approach this book
from an asset-based approach where chapter authors are approaching
both the challenges and opportunities they have experienced due to
being a dissertation writer during the pandemic. Chapter authors
also provide poignant feedback on how professors can be supportive
to their needs as dissertation writers. One especially important
contribution of this book is that our authors are from a variety of
disciplines including: education, social work, psychology, African
American studies, and sociology. Additionally, chapter authors are
doctoral candidates (and recent graduates) at predominantly White
institutions, historically Black colleges and universities, and
online universities. Given the breadth of institution types each
chapter will provide poignant suggestions for doctoral students
across the nation as well as for faculty who are looking to better
understand the dissertation writer experience to support their own
students. Because of the novelty of COVID-19, little is known about
how doctoral students engaged in writing the dissertation during
COVID19 are adapting. Moreover, there is little information
available for professors on how to support their doctoral students
during these unprecedented times. Thus, Dissertating During a
Pandemic: Narratives of Success from Scholars of Color is
positioned to be a must read for professors looking to support
their doctoral student advisees as well as for doctoral students
who are looking for strategies to navigate the dissertation process
during the pandemic and beyond.
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