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This book centralizes teaching in higher education from the standpoints of non-dominant groups members’ salient social identities. It extends the conversation about how to engage diverse and complex social identity groups in a system historically designed to be exclusive of their lived experiences. This book’s uniqueness is that it elevates the voices of people who have been absent in the academy and considers these experiences across various types of institutions, academic disciplines, and ranks. It documents the lived experiences of non-dominant group members’ teaching experiences, perspectives, and approaches and encapsulates a broad representation of experiences beyond solely racial, ethnic, sexual orientation, linguistic, and gendered labels. This collection of personal narratives engages the identity sensemaking processes involved in performing the professor role across a myriad of disciplines within higher education.
While other books focus primarily on pedagogical practices, this collection expands on this idea by coupling this with philosophical and social identity enactments within the ivory tower. This book provides discourse on social identity performance through a multidisciplinary lens within the context of teaching in the academy. In this sense, this book presents a project of recentering and highlighting the voices of those often least heard. Due to its interdisciplinary nature, this book will impact not only communication studies and education, but other disciplines where the social identities of historically underrepresented faculty are present.
This book is primarily for higher education administrators, staff, faculty, and students. Specifically, this book would be a useful resource for organizational leaders, faculty members in education, communication studies, sociology, advanced undergraduate and graduate students. Additionally, this topic benefits college/university staff interested in developing their understanding of the faculty experience from the standpoints of historically underrepresented people in particular social identity groups.
