When moving from ideas to publication, if you don’t look, think and/or write like the dominant academics in your field, the path can be treacherous, writes Shannon Craigo-Snell.
Without that extra push of likability, and often without senior scholars like us who can mentor us along the way, we have to work harder and smarter to succeed in academe, writes Shannon Craigo-Snell.
Claiming that “mesearch” is a particular issue for scholars of color demonstrates a profound lack of self-awareness on the part of researchers in the social sciences and humanities, argues Victor Ray.
The many interconnections of sexuality with life in and around universities should concern all of us, regardless of orientation, relationship status or gender identity, argues Jeana Jorgensen.
Failing to value and respect the types of data that minoritized scholars are collecting -- and the ways we are collecting them -- is a form of silencing us, writes Jackson Wright Shultz.
I have graduate school to thank for the years of tension between my queer gender identity and the norms and expectations of academe, writes Eric Anthony Grollman.
Faculty members should identify gaps in their knowledge about gender, learn about transgender and nonbinary students, and implement some specific pedagogical practices, writes Stacy Jane Grover.
The difficulties of applying to academic positions begin before even submitting any applications, writes Alex Hanna.
Rachel McKinnon offers advice to administrators on how to handle the gender transitions of others on the campus.
From my own point of visibility, I am able to allow others to feel seen, to feel they are not alone, to feel their struggles and experiences are valid and recognized, writes Eric Anthony Grollman.