Navigating the academic borderlands as multiracial and trans* faculty members

Author ORCID Identifier

Z. Nicolazzo:https://orcid.org/0000-0002-6470-5080

Publication Title

Critical Studies in Education

ISSN

17508487

E-ISSN

43904

Document Type

Article

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.

First Page

229

Last Page

244

Publication Date

3-14-2020

DOI

10.1080/17508487.2017.1356340

Keywords

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

Department

Center for the Study of Women, Gender, and Sexuality

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