Amplified voices, intersecting identities. First-gen PhDs navigating institutional power.

Sonst. Personen	Van Galen, Jane (Hrsg.); Sablan, Jaye (Hrsg.)
Titel	Amplified voices, intersecting identities. First-gen PhDs navigating institutional power.
Quelle	Leiden: Brill Sense (2021), 2 Bde.Verfügbarkeit
Reihe	Mobility studies and education. 6
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISSN	2542-8586
ISBN	9789004445116 (Taschenbuch); 9789004391215 (gebundene Ausgabe); 9789004445178 (E-Book)
Schlagwörter	Biografie; USA; Minority graduate students; United States; First-generation graduate students; Discrimination in higher education; Educational equalization; Bildungstheorie; Bildungspraxis + Suchen Sie Ihr Suchwort? USA; Discrimination; Higher education; Diskriminierung; Benachteiligung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Education; Bildung; Erziehung
Abstract	volume 1. First-gen PhDs navigating institutional power. "The contributors to Amplified Voices, Intersecting Identities: First-Gen PhDs Navigating Institutional Power overcame deeply unequal educational systems to become the first in their families to finish college. Now, they are among the 3% of first-generation undergraduate students to go on to graduate school, in spite of structural barriers that worked against them. These scholars write of socialization to the professoriate through the complex lens of intersectional identities of race, ethnicity, gender, sexuality, and social class. These first-generation graduate students have crafted critical narratives of the structural obstacles within higher education that stand in the way of brilliant scholars who are poor and working-class, Black, Indigenous, Latinx, Asian, immigrant, queer, white, and women. They write of agency in creating defiant networks of support, of sustaining connections to family and communities, of their activism and advocacy on campus. They refuse to perpetuate the myths of meritocracy that reproduce the inequalities of higher education. In response to research literature and to campus programming that frames their identities around "need", they write instead of agentive and politicized intersectional identities as first-generation graduate students, committed to institutional change through their research, teaching, and service. Contributors are: Lamesha C. Brown, LaToya Brown, Altheria Caldera, Araceli Calderón, Marisa V. Cervantes, Joy Cobb, Raven K. Cokley, Francine R. Coston, Angela Gay, Josué R. López, Rebecca Morgan, Gloria A. Negrete-Lopez, Lisa S. Palacios, Takeshia Pierre, Alejandra I. Ramírez, Matt Reid, Ebony Russ, Travis Smith, Phitsamay S. Uy, Jason K. Wallace, and Lin Wu"--Provided by publisher.
Erfasst von	Library of Congress, Washington, DC
Update	2022/1/02