We call on ourselves as scholars to engage a wider audience in our work, but we must acknowledge the risks and consequences some of us face for doing so, write Laurie Cooper Stoll and Darci L. Thoune.
Conditionally Accepted
Conditionally Accepted
Many individuals are drawn to higher education, including academic careers, because of academe’s potential for change. Countless prospective and current graduate students note that their desire to make a difference in their communities or society in general was their primary decision to attend graduate training. Unfortunately, many colleges and universities in the U.S. have practiced outright discrimination and exclusion throughout history, particularly against women, people of color, and disabled people/people with disabilities.
Today, academe — like every social institution — is structured hierarchically, producing numerous professional and personal obstacles for academics from marginalized backgrounds. Scholars who are women, of color, lesbian, trans, bisexual, gay, queer, disabled, working-class or poor, immigrants, fat, religious and non-religious minorities, and/or single parents are faced daily with the difficult tension between academe's narrow definition of success and their own politics, identities, needs, happiness, and health.
Conditionally Accepted was created as a freestanding blog in July 2013 as an online space for scholars on the margins of academe. It has steadily grown since, becoming a career advice column for Inside Higher Ed in January 2016. In this column, we provide news, information, personal stories, and resources for scholars who are, at best, conditionally accepted in academe. Conditionally Accepted is an anti-racist, pro-feminist, pro-queer, anti-transphobic, anti-fatphobic, anti-ableist, anti-ageist, anti-classist, and anti-xenophobic online community.
You can also like us on Facebook here and follow us on Twitter @conditionaccept.
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Conditionally Accepted Archive
May 22, 2020
Keisha N. Blain shares some tips, strategies and resources to help midcareer scholars overcome barriers to promotion.
May 15, 2020
Especially given the demographics, asks Alvaro Huerta, why shouldn't colleges require students to learn about others' histories, struggles and successes in this country?
May 8, 2020
My experiences during a pandemic are far from business as usual, writes Abiola Farinde-Wu. In fact, I carry a complex and challenging workload by virtue of my race and gender.
May 1, 2020
Kimberly D. McKee and Denise A. Delgado highlight three crucial components that can help such students not only survive but also thrive at their institutions.
April 24, 2020
Colleges should be mindful of how cultural competence plays a role in every area of their business operations, from student development to even pandemic preparation, argues Kenneth M. Chapman Jr.
April 17, 2020
Carolyn R. Hodges and Olga M. Welch consider leadership in light of the recent global pandemic, re-examining lessons they've learned as black female deans.
April 10, 2020
You must control what you can control in a job interview, writes Bertin M. Louis Jr., and he offers three recommendations for how to do that successfully.
April 3, 2020
Bertin M. Louis Jr., who has chaired and served on numerous search committees, offers four helpful tips.
March 20, 2020
Imagine, writes Lisa Reyes Mason, if more of us in academe publicly shared our research expertise to help address crucial social issues. What impact could we collectively have? How could lives change?
