Navigating the academic borderlands as multiracial and trans* faculty members

Jessica C. Harris, Z. Nicolazzo

Research output: Contribution to journalArticlepeer-review

8 Scopus citations

Abstract

Postsecondary institutions remain bastions of oppression, threat and harm for faculty who hold minoritized identities. While some scholars have explored the ways in which monoracial faculty of color and LGBT faculty members navigate an academy that is steeped in racism, genderism, sexism and other systems of oppression, there remains a paucity of scholarship focused on the experiences of multiracial faculty and nonbinary trans* faculty. Given the need to focus on faculty who hold liminal identities in relation to hegemonic identitarian illogic, we used Gloria Anzaldúa’s borderlands theory and an auto-ethnographic analysis to explore our academic experiences as faculty members whose identities place us betwixt-and-between socially constructed monolithic identity categories.

Original languageEnglish (US)
Pages (from-to)229-244
Number of pages16
JournalCritical Studies in Education
Volume61
Issue number2
DOIs
StatePublished - Mar 14 2020
Externally publishedYes

Keywords

  • Ethnography
  • gender
  • higher education
  • inequality/social exclusion in education
  • race

ASJC Scopus subject areas

  • Education

Fingerprint

Dive into the research topics of 'Navigating the academic borderlands as multiracial and trans* faculty members'. Together they form a unique fingerprint.

Cite this