This article introduces a new theoretical framework comprised of three principles for teaching, learning, and researching gender in a way that celebrates gender diversity and centers transgender experiences and knowledge. The first principle describes how gender operates on multiple levels including individual, institutional, and socio-cultural.…

This paper is my "testimonio" of being a Latina mother-scholar trying to complete a doctorate while managing a chronic condition. I draw on intersectionality and DisCrit to share how my social identities influence my experiences with marginalization and oppression within a neoliberal university context. I highlight the ways in which my…

Leveraging the momentum of the #MeToo and #BlackLivesMatter movements as a call for change, this piece focuses on how middle grades communities can better support and protect their Black female students. Coming together as middle grades teacher leaders, we took up "The Bluest Eye" as the starting point for a discussion of these issues.…

By outlining some of the familiar and persistent barriers to women's leadership at the highest administrative levels within colleges and universities, the authors want to open a conversation about how to accelerate the type of change embodied by Ronald Takaki's notion of a "different mirror." Developing this notion, Takaki asks,…

Close attention must be given to understanding how race is articulated and racial hierarchies normalized in media, especially when teaching courses that address difference. Imaani El-Burki teaches predominantly European American students from both conservative and privileged backgrounds about racialized, gendered, and classed media representations…

This paper provides a rationale for understanding personal/professional identities to support personal/professional learning and positioning in academe and higher education. It explains the importance of women writing and speaking out the stories of their lives (everyday and academic), having their voices heard and responded to, and using embodied…

The 19th Amendment was ratified on August 18, 1920, a year after being passed by Congress. It extended the right to vote to many women, but not all. Excluded from this landmark constitutional victory were women like Mabel Ping-Hua Lee, who was born in Guangzhou (then Canton), China, in 1896, but who immigrated to New York as a child. From 1882 to…

This statement affirms the Conference on College Composition and Communication (CCCC)'s position that academic institutions have a responsibility to protect and support minoritized and marginalized faculty. The statement includes best practices to use in cases where minoritized and marginalized teacher-scholars are threatened, harassed, or…

The process of data analysis provides, undoubtedly, some of the major challenges facing organizations during the implementation of interventions in emergencies. The challenges are primarily due to the lack of direct access to beneficiaries and the rapidly evolving nature of emergencies. This paper outlines how Plan International's Making Ghanaian…

It is evident that many Black women teachers (BWTs) are leaving the teaching profession due to mental and emotional health, professional and collegial relationships, as well as curricular and school culture. In this article, we use the story of Alicia to explore the instructional, professional, and emotional stress that many Black women teachers…

This article highlights the perceptions and expectations of knowledge that many people, including educators and policy makers, take for granted. Our focus of understanding is Indigenous studies and gender studies. Our aim is to show how modern education undermines these fields of studies. We use an autoethnographic method, reflecting more than 75…

Teaching and learning during disasters presents challenges and opportunities. The COVID-19 pandemic and concomitant social and economic devastation altered almost every aspect of daily life. Subsequent police brutality, racial injustice, and environmental disasters disproportionately affected historically marginalized communities. Within this…

The question of 'developmental appropriateness' in education can be both empowering and inhibiting. When are students 'ready' to talk about social injustices and systemic inequalities? How might educators introduce social inequities using developmental findings about reasoning? This article presents social domain theory as a lens through which…

The article provides an overview of relevant theoretical models of the stereotyping and representation of otherness. Based on an analysis of examples from literature and the mass media, the author follows S. Gilman in comparing the pathological and non-pathological forms for perceiving and representing Others. The first set of approaches takes a…

People of color who choose careers in higher education may encounter microaggressions, marginalization, and other unpleasant situations. This narrative shares the experiences and perspectives of one African-American academic's experiences with the intent of encouraging academic professionals from underrepresented populations to persevere.