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

July 19, 2019

To deny students of color support, mentorship and a safe space to talk about race and racism on the campus is to reinforce the common narrative that academe is a white, middle-class institution, argues Zawadi Rucks-Ahidiana.

July 12, 2019

Victor Ray provides some concrete tips for how to reach a broader audience.

June 21, 2019

Sarah Mayorga-Gallo discusses how a focus on compassion gave her a new classroom outlook.

June 14, 2019

Alvaro Huerta shares what he learned from a cherished mentor, who knew how to help marginalized people from disadvantaged backgrounds succeed in higher education.

June 7, 2019

As faculty are expected to publish more, nonwhite faculty suffer the consequences, argues Zawadi Rucks-Ahidiana.

May 31, 2019

Stop maligning community colleges, writes Susan Muaddi Darraj, and treating their students and faculty members as not as good as their peers.

May 24, 2019

Institutions have significant work to do when it comes to inclusive practices for dual-career couples, writes Annmarie Cano.

May 17, 2019

Victor Ray explains why such writing is important for political, personal and practical reasons.

May 10, 2019

Meredith O’Brien describes her struggles with how to teach students to be savvy, fair-minded news consumers in the current environment.

April 26, 2019

Marcos Gonsalez describes the challenges of imagining a different way of being in the classroom with students, especially marginalized ones.

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