Amplified voices, intersecting identities. Volume 1 : : first-gen phds navigating institutional power / / edited by Jane A. Van Galen, Jaye Sablan.

• Superior document: Mobility Studies and Education ; 6
• 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 ; 6.
• Physical Description: 1 online resource.
• Other title: Copyright page --; List of Figures --; Notes on Contributors --; Introduction: Amplified Voices, Intersecting Identities /; Chapter 1 Memories and Migration in Misanthropic Times /; Chapter 2 Scenes from the Life of a Burgeoning Mother-Scholar /; Chapter 3 A Doctoral Odyssey /; Chapter 4 Confessions of a Single Mother in Academia /; Chapter 5 "I Wish Someone Had Told Me It Was Going to Be Like This" /; Chapter 6 Black and in Grad School /; Chapter 7 Locating Struggles with Sociology and Surviving with Mindfulness /; Chapter 8 From the Mekong and Delaware River to the Merrimack River /; Chapter 9 Enduring /; Chapter 10 Smile Now, Cry Later /; Chapter 11 A One-Sided Conversation with Academia /; Chapter 12 Just What Is a First-Generation Chinese Male Immigrant and College Student Doing in a Nice Field Like Teacher Education? /; Chapter 13 Strangers Can Make No Noise /; Chapter 14 A Black Girl's Magic Is Often Her Blues /; Chapter 15 A Particularly Ferocious Fire within Me /; Chapter 16 This Is Soul Work /; -- Index.
• Bibliography: Includes bibliographical references and index.
• ISBN: 900444517X
• 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 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. .