Amplified voices, intersecting identities. Volume 2 : : first-gen phds navigating institutional power in early academic careers / / edited by Jane A. Van Galen, Jaye Sablan.

• Superior document: Mobility Studies and Education ; 7
• TeilnehmendeR: Van Galen, Jane A.,; Sablan, Jaye,
• Place / Publishing House: Leiden, the Netherlands ;, Boston, Massachusetts : : BRILL,, [2021]; ©2021
• Year of Publication: 2021
• Language: English
• Series: Mobility Studies and Education ; 7.
• Physical Description: 1 online resource.
• Other title: Copyright page --; Figures --; Notes on Contributors --; Introduction: Amplified Voices, Intersecting Identities /; Chapter 1 "Si pega, bueno" /; Chapter 2 Writing as an Art of Rebellion /; Chapter 3 Telling Stories /; Chapter 4 Pathways, Pedagogy, and Pacific Islander Studies /; Chapter 5 Navigating Institutional Borderlands /; Chapter 6 Dear Native Students, with Love /; Chapter 7 Backbone Snacks /; Chapter 8 The First /; Chapter 9 Sister, Sister, Never Knew How Much I Missed Ya! /; Chapter 10 "I Have Measured out My Life with Coffee Spoons" /; Chapter 11 Yes, We Count /; Chapter 12 From the Hood to Higher Ed /; Chapter 13 Multiply Conscious and in Need of Divine Intervention /; Chapter 14 The Long and the Short of It /; Chapter 15 Surviving the Matrix /; Chapter 16 (In)visible (Dis)advantages /; Chapter 17 Re-Framing the Enemy within in Academia /; Chapter 18 Navigating Distances /; Chapter 19 Finding My Voice /; Chapter 20 Climbing Uphill /; Chapter 21 First-Gens and Student Debt /; Chapter 22 Resilience and Grit Are for Rich People /; -- Index.
• Bibliography: Includes bibliographical references and index.
• ISBN: 9004445250
• Hierarchical level: Monograph
• Statement of Responsibility: edited by Jane A. Van Galen, Jaye Sablan.

The contributors to Amplified Voices, Intersecting Identities: First-Gen PhDs Navigating Institutional Power in Early Careers 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 and then become faculty, 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, ability 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, women, or people with disabilities. 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 a 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. .