Thriving in Higher Education

Uncovering Institutional Counter-Stories Through Abolitionist Feminist Mentoring

Edited by:
Jennifer L. Martin, University of Illinois at Springfield (UIS)
Jennifer N. Brooks, University of Illinois Chicago (UIC)

Call for Chapters

BOOK DESCRIPTION:
An important new book, Thriving in Higher Education: Uncovering Institutional Counter-Stories Through Abolitionist Feminist Mentoring, will contain personal stories of the necessity of mentoring to succeed in the academy, particularly on the tenure track, and specifically for women and people of color (although other points of view will be considered). Scholars will share experiences of microaggressions, racial battle fatigue, and retaliation because of who they are, who they advocate for, and/or what they study. Issues of institutional violence and betrayal are specifically requested, and well as accompanying strategies to combat them.

Commissioned by Information Age Publishing, this text will feature approximately 12 chapters authored by multidisciplinary and multicultural educators who have higher education experience. We are particularly interested in authors writing in collaboration with their mentors or mentees.
As educators and scholars, we seek to radically transform the world through our relationship, our lives, and our pedagogy, as well as through Ahmed’s notion of “sweaty concepts.” According to Ahmed (2017), “Sweaty concepts are also generated by the practical experience of coming up against a world or the practical experience of trying to transform a world” (pp. 13-14). We liken the mentoring relationship to ideally center on the engagement in transformative work.

As bell hooks recalled (1994), “I came to theory because I was hurting—the pain within me was so intense that I could not go on living. I came to theory desperate, wanting to comprehend—to grasp what was happening around and within me. Most importantly, I wanted to make the hurt go away. I saw in theory then a location for healing” (p. 59). And theory can assist us both in the mentoring relationship and in resisting institutional harm. We argue that institutions possess mechanisms of control that serve to shame those of us who do not fit within pre-existing hegemonic expectations and categories. These shaming practices serve to silence and isolate their victims, contributing to the hidden and ongoing nature of these mechanisms.

Although often difficult to broach without consequences (Martin, 2015), it is important for college and university faculty to address inequities within the institution and its policies, within classrooms, and in the curriculum; otherwise, only “majoritarian” discourses will be perpetuated, and counter-narratives marginalized (Brooks & Muhammad, 2024; Love, 2023). This status quo, “business-as-usual” model does great harm as it perpetuates white supremacy, patriarchy, and institutional betrayals of those who dare to attempt to dismantle harmful policies and practices. Conversely, counter-narratives problematize and cast doubt on the validity of hegemonic discourse, or “accepted wisdom” perpetuated by the majority that also can communicate racial (and other) stereotypes, and represent the telling of lesser-known tales and critiquing commonly told ones (Dillard, 2021; Solorzano & Yosso, 2001). Without these counter-narratives, hegemonic, Eurocentric, and majoritarian discourses will prevail (DeCuir & Dixson, 2004). As Chaisson (2004) states, “Subverting discourses on race functions to perpetuate the racial system that advantages Whites for being white and oppresses racial minorities” (p. 346). Initially, the dismantling and problematizing of white privilege can cause anger and defensiveness in majority populations, which speaks to the necessity of such an undertaking—especially in PWIs (Chaisson, 2004). Yet, these brave counter-stories do not come without consequences from the institution and those sworn to protect it. This is why mentoring is crucial for the scholars deemed as outsiders, troublemakers, boat-rockers, critical scholars, truth tellers, and the like.

Moss et al. continue (1999), “dismantling academic structures” is part of mentoring— dismantling oppressive power structures and “be[ing] prepared to negotiate the intersections of oppression and resistance” (p. 417). Throughout this book, we have attempted to communicate the fact that these oppressive power structures are what have served to hold us back in many ways; much of our work involves speaking truth about said oppressive systems and to dismantle them. But this work is costly, and we have both received negative consequences, experienced stress and fear, and even face post-traumatic stress from it. “Unfortunately, and probably inevitably, there will be resistance and even hostility—from students, colleagues, administrators and (possibly even) community members” [when engaging in social justice work or work that served to destabilize to status quo or dismantle oppressive power structures] (Moss et al., 1999, p. 417).

For mentoring relationships within academe between students and professors, positive mentoring relationships can include retention, persistence, and overall success, i.e., obtaining an advanced degree. Historically marginalized graduate students may experience more feelings of isolation and have less access to mentors (Girves et al., 2005). In general, there is a lack of mentoring for historically marginalized students and faculty (Gutierrez, et al., 2012) so positive mentoring relationships are key. According to Kram (1983), successful mentoring relationships can enrich career fulfillment, and culminate in positive psychosocial development of both parties.
There is much research on the role of mentoring for K-12 students to combat discriminatory practices that may lead to academic disengagement. However, there is a gap in the current research on mentoring as it pertains to combatting -isms in the academy. This volume will fill the gap in the current literature.

SUBMISSION CONTENT:
We seek submissions that address issues of racism and white supremacy, differential expectations and treatment of social justice scholars, personal stories, or detailed accounts of how mentoring relationships can help us thrive in the treacherous waters of academe. We seek contributors whose insights and stories also discuss the intersections of gender, sex, race, class, age, LGBTQIA+ status, and disability.

Some topics of interest include, but are not limited to:
• Critical mentoring
• Issues of identity in the mentoring relationship
• Mentoring first generation/non-traditional scholars
• Mentoring best practices and preventing pitfalls
• Guiding through retaliation and repercussions
• Mentorship for addressing issues of social justice
• Guiding through the pitfalls of tenure and promotion for Critical Race Theorists
• Strategic mentorship for microaggressions as experienced by LGBTQIA+ scholars
• Supporting social justice advocates and the implications of public intellectualism
• Fighting racism and white supremacy through a model of mentorship
• “Being Nice is Not Enough”: Creating relationships that support teaching dangerous concepts in dangerous times
• Power dynamics in mentoring relationships
• Intersectionality and mentoring experiences
• Cultural and societal influences on mentoring
• The role of mentoring in challenging systemic inequalities
• Innovations in mentorship models

Each chapter submission should be approximately 8,000 words (not including references) and will be due by March 31, 2025.

CALL FOR PROPOSALS:
If you are interested in any of the above topics (or would like to propose your own topic as a contribution to this text) please submit a 1,000-word proposal no later than August 31, 2024.

The proposal should include:
• A detailed description of the subject, scope, coverage, and general narrative idea for your proposed chapter.
• Copy of the curriculum vitae/resume for you and any co-authors/editors.
• Full contact information.
• An indication of how many photos, tables or figures, if any, you expect to include.
• Confirmation that you can submit a final manuscript by March 31, 2025.
• Please format proposals and any subsequent manuscripts in APA style.
• Notification: We will send notifications by December 1, 2024.

Send all proposals to Jennifer L. Martin at: jmart315@uis.edu and Jennifer N. Brooks at: jnicolebrooks.89@gmail.com

CONTENTS