Bounding Greed

Worklife Integration and Positive Coping Strategies Among Faculty of Color in Early, Middle, and Late Career Stages at Comprehensive Universities

Edited by:
René O. Guillaume, New Mexico State University
Edna Martinez, The University of Texas at El Paso

A volume in the series: Work-Life Balance. Editor(s): Joanne M. Marshall, Iowa State University. Jeffrey S. Brooks, Curtin University. Bonnie Fusarelli, North Carolina State University. Catherine A. Lugg, Rutgers University. Latish C. Reed, University of Wisconsin Milwaukee. George Theoharis, Syracuse University.

Published 2023

Building on the work of Guillaume (2021), the collection of autoethnographies and testimonios in this book highlight positive coping mechanisms, strategies, and healthy boundaries that early, middle, and late-career Faculty of Color at comprehensive universities have deployed to negotiate home and work.

As beautifully stated by Aeriel A. Ashlee, whose story you will find in chapter two: “It is not a formula, a blueprint to copy, or a recipe to repeat;” however, we hope that the stories about relying on faith, family, mentors, culture, and community presented in the following chapters will support Faculty of Color in their own well-being and work-life integration efforts. Certainly, work-life balance or integration is not the solution to deeply entrenched systemic issues in higher education; however, research in the area of work-life balance/integration has affirmed the need for postsecondary institutions to place significant importance on the topic of work-life, in particular the need for increased support at both the department and institutional levels (Denson et al., 2018). Thus, it is also our hope that this book will serve as a resource for educational leaders in the area of faculty development, as well as academic administrators whose role is to recruit, retain, and evaluate Faculty of Color at comprehensive universities.

PART I: INTRODUCTION. Grace, Edna Martinez and Rene O. Guillaume. PART II: EARLY CAREER. Becoming Mamascholar: Unlearning Oppositional Thinking and Pursuing the Possibilities of Both/And, Aeriel A. Ashlee. From Trauma to Unicorns: Surviving the Afflictions of Teaching While Black and Female, Bernadeia Johnson. Balance vs. Integration: Finding an Alternative to the Work-Life Intersection, Isela Peña. Finding Joy and Balance Through Campus Engagement in Male Success Initiatives, Eligio Martinez, Jr. PART III: MID CAREER. “You’re Getting Bold” A Chicana Mother Scholar’s Testimonio of Inward Healing and Outward Actions, Nancy Acevedo. Pushing and Setting, Natalie Rasmussen. Una Golondrina No Hace Verano: Mentoring Scholars of Color, Maria de Lourdes Viloria. PART IV: LATE CAREER. Being Asian American, Working Class, and Male: The Raced, Classed, and Gendered Reality of a Career in Higher Education, Eugene Oropeza Fujimoto. Overcoming Burdens of Identity When Being Perceived as the Underdog: The Power of Optimistic Outlooks, Mahmoud Suleiman. Hay Que Trabajar Para Vivir, No Vivir Para Trabajar: Search for a Work-Life Balance in Higher Education, Frank Lucido. Biographies.