Elevating Marginalized Voices in Academe: Lessons for a New Generation of Scholars

This book shares advice, how-to’s, validations, and cautionary tales based on minoritized students’ recent experiences in doctoral studies. Providing a change of view from inspirational works framed at the "traditional" graduate student towards the affirmation of marginalized voices, readers are given a look at the multiplicitous experiences of underrepresented identities in the predominantly, and historically, White academy. With the changing landscape of America’s institutions of higher education, this book shares tools for navigating spaces intended for the elite. From the personal to professional, these words of wisdom and encouragement are useful anecdotes that speak to the practitioner and academic.

Table of Contents:
Foreword: On Belonging to Liberation; PREFACE; INTRODUCTION ; PART I: Developing A Scholarly Identity; One: Who’s the scholar?; Two: Doubt: The Uninvited Educator; Three: The last dance: How I learned to Stop Shuckin’ and Jivin’; Four: Finding an Academic Voice in a Place of Isolation; Five: They Called Diversity a Nuisance Variable; Six: Finding My Voice, Encouraging Myself, and Calling Out Gendered Racism: A Black Feminist Graduate Student’s Note on How to Thrive Within the Academy; Seven: I Am Exactly Where I Need To Be; Eight: A Twenty-Nine Year Journey Back to Radical Scholarship; Nine: A Cautionary Tale; PART II: Curating Communities; Ten: The Journey; Eleven: Fitting In When You Stand Out; Twelve: Empowered and Equipped: What My Community Gave Me; Thirteen: A Syncopated Scholarly Journey: The Rhythm and Rhyme to Keep On Moving; Fourteen: Writing to the Choir: The Imperative of Rest for Women of Color PhD Students; Fifteen: Finding My People and My People Finding Me; Sixteen: Mothers in My Academic Village; Seventeen: Dancing between Two Worlds; PART III: Race, Space, and Time; Eighteen: Unmasking Academia for Future Generations; Nineteen: Finding Your Place: Overcoming Imposter Syndrome; Twenty: Who Belongs in Academia?; Twenty One: An EdD in a PhD World: Developing Scholarly Identity in a World that may not Always Recognize you as Legitimate; Twenty -Two: Hope as Praxis, Pedagogy and Purpose: Using a Critical Post Traumatic Growth a Framework to Navigate Traumatic Environments

About the Author :
Emerald Templeton, EdD is a community college administrator and assistant professor with a background in higher education, student affairs, and counseling student development. Her research interests are emerging in two areas of work: the logic of valuing diversity and Black women in higher education. Bridget H. Love, EdD is an administrator in a local government agency, and a community college professor with a background in government, community corrections and higher education. Her cross-disciplinary research interests center on the questions, "Who is telling the story? and What is being said?, as a way to curate and custodian the experiences of Black women. Onda Johnson, EdD is a government administrator in public policy for k-12 education. Johnson spent her career serving youth in institutional and educational settings. Her research interests span early childhood development and leadership in Pre-k-12 learning environments and the derivatives of social justice in educational spaces.

Review :
Elevating Marginalized Voices in Academe: Lessons for a New Generation of Scholars centers and amplifies the narratives that will transform the future of academia. These narratives invite the exchange of ideas and the sharing of lived experiences from Black, Indigenous and Latin* people. By challenging the romanticization of traditional scholarship, this text will open the readers’ minds and hearts to the courageous moments documented in its pages. Cristobal Salinas Jr., PhD, Associate Professor, Florida Atlantic University; Founder and Editor-in-Chief, Journal Committed to Social Change on Race and Ethnicity Storytelling is powerful. The stories in this book provide heartfelt anecdotes of doctoral student experiences in the Academy. The book is a good reminder for doctoral students that they are not alone, that their work is valued and that what they are doing in their program is indeed needed. For students needing that extra push while earning their degree, please read as affirmation that you belong and you matter." Evette L. Allen Moore, PhD, Executive Director, Multicultural Affair & Inclusive Excellence, Arkansas State University This book is a gift that offers rich insights from a diverse array of scholars of color who have recently traversed the academy. Many of the narratives highlight promising practices for future graduate students of color or for those striving to support them. Readers will find advice for building one’s doctoral committee, cultivating community, processing criticism, and saving space for self-care. This book is a love letter in which aspiring graduate students of color will find wisdom, penned with care and bravery; secrets that often go untold for fear of repercussion; and encouragement to always seek joy and know you belong. Leslie D. Gonzales, EdD, Associate Professor, Department of Educational Administration, Faculty Excellence Advocate, Michigan State University