From First to First: Black, Indigenous, and People of Color First-Generation Faculty and Administrator Narratives of Intersectional Marginality and Mattering as Communal Praxis

Autor/in	Vue, Rican
Titel	From First to First: Black, Indigenous, and People of Color First-Generation Faculty and Administrator Narratives of Intersectional Marginality and Mattering as Communal Praxis
Quelle	In: Education Sciences, 11 (2021), Artikel 773 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Minority Group Teachers; Administrator Characteristics; Minority Groups; Higher Education; Inclusion; Social Justice; Racial Bias; Gender Bias; Social Bias; African Americans; Indigenous Populations; Power Structure; First Generation College Students; Oral History; Family Role; Barriers; Personal Narratives + Suchen Sie Ihr Suchwort? Ethnische Minderheit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Inklusion; Soziale Gerechtigkeit; Racial discrimination; Rassismus; Geschlechterstereotyp; Afroamerikaner; Sinti und Roma; Oral tradition; Mündliche Überlieferung; Erlebniserzählung
Abstract	While the education of first-generation students (FGS) has garnered the attention of scholars, educators, and policy makers, there is limited dialogue on how first-generation faculty and administrators (FGF/A)--that is, first-generation students who went on to become faculty and/or administrators--experience higher education and are engaged in enhancing equity, inclusion, and justice. Intersectional approaches, which illuminate the nexus of race, gender, and class in education, are necessary for appreciating the complexity of FGF/A experiences and liberatory practices taking shape in higher education. Narrative analysis examining nine Black, Indigenous and People of Color (BIPOC) FGF/A oral histories reveal how stories of mattering and intersectional marginality are sites of communal praxis that aim to dislodge systems of power, including racism, classism, and patriarchy. This praxis involves validating the complexity of students' academic and social lives and engaging vulnerability. The discussion encourages reflection of how communal praxis can be cultivated toward transforming the linked conditions of faculty and students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01