Identity Intersectionalities, Mentoring, and Work–Life (Im)Balance
Educators (Re)Negotiate the Personal, Professional, and Political
A volume in the series: Work-Life Balance. Editor(s): Joanne M. Marshall, Iowa State University. Jeffrey S. Brooks, University of Idaho. Bonnie Fusarelli, North Carolina State University. Catherine A. Lugg, Rutgers University. Latish C. Reed, University of Wisconsin Milwaukee. George Theoharis, Syracuse University.
Identity matters. Who we are in terms of our intersecting identities such as gender, race, social class, (dis)ability, geography, and religion are integral to who we are and how we navigate work and life. Unfortunately, many people have yet to grasp this understanding and, as a result, so many of our work spaces lack appropriate responses to what this means. Therefore, Identity Intersectionalities, Mentoring, and Work‐life (Im)balance: Educators (Re)negotiate the Personal, Professional, and Political, the most recent installment of the work‐life balance series, uses an intersectional perspective to critically examine the concept of work‐life balance.
In an effort to build on the first book in the series, that focused on professors in educational leadership preparation programs, the authors here represent educators across the P‐20 pipeline (primary and secondary schools in addition to higher education). This book is also unique in that it includes the voices of practitioners, students, and academics from a variety of related disciplines within the education profession, enabling the editors to include a diverse group of educators whose many voices speak to work‐life balance in unique and very personal ways.
Contributing authors challenge whether the concept of work‐life balance might be conceived as a privileged –and even an impractical‐endeavor. Yet, the bottom line is, conceptions of work‐life balance are exceptionally complex and vary widely depending on one’s many roles and intersecting identities. Moreover, this book considers how mentoring is important to negotiating the politics that come with balancing work and life; especially, if those intersecting identities are frequently associated with unsolicited stereotypes that impede upon one’s academic, professional and personal pursuits in life.
Finally, the editors argue that the power to authentically “be ourselves” is not only important to individual success, but also beneficial to fostering an institutional culture and climate that is truly supportive of and responsive to diversity, equity, and justice. Taken together, the voices in this book are a clarion call for P‐12 and higher education professionals and organizations to envision how identity intersectionalities might become an every‐day understanding, a normalized appreciation, and a customary commitment that translates into policy and practice.
Forward, Whitney Sherman Newcomb. Introduction: Why a Book on Identity Intersectionalities, Mentoring, and Work–Life (Im)Balance? Katherine Cumings Mansfield, Anjalé D. Welton, and Pei‐Ling Lee. Transgressing Boundaries or Remapping Terrain?: Where Culture, Disability, Work, and Home Inhabit the Same Space, Jessica Montalvo, Claudia Nogueira, and William R. Black. A Tale of Two Professors: Navigating Work–Life Balance in a Dual Academic Career Household, Erin Atwood and Brian Fortney. Conflicting Identities, Work–Life Challenges, and Stereotype Threat Among Divorced Catholic Feminist Mothers, Robin Arnsperger Selzer. Work–Life Balance From an African‐Centered Perspective, John Oliver and Michele Oliver. The Cool Kids, Katherine Cumings Mansfield and Quentin Alexander. “If Not at University, Then Where?”: Toward Intentionally Welcoming a Woman‐Mother‐Scholar, Amanda U. Potterton. Living on the Hyphen: Intersectional Identities and the Eternal Quest for Integrated Lives and Careers, Richard J. Reddick, Laura Struve, Ashley Jones, and Dorado M. Kinney. Disability and the Privileges of the Professorship, Catherine Lugg. Glass Ceilings in a House of Cards, Tammy Hanna. Keeping on the Academic Tracks: Promoting Wellness in the Face of Potential Derailment, Janet A. Carter and Maria D. Avalos. “Why Do I Need to Learn to ‘Cope?’”: How Racial Stress Becomes a Woman‐of‐Color Problem Rather Than an Institutional One, Anjalé D. Welton. Highlighting the Bright Side: Pioneer Arab Women in Israeli Higher Education, Khalid Arar and Mervat Azam. An Autoethnographic Exploration of an African American Male Professor who Stutters, Antonio Ellis. “Should I Stay or Should I Go?”: Women Doctoral Students Make Sense of Their Lived Experiences, Shaina Riser Broussard. Asian Foreign‐Born Women Scholars Experience A Triple Threat to Work–Life Balance, Pei‐Ling Lee and Gloria Cisneros Lenoir. “Check All That Apply”: Identity, Choice, and Balance, LaRon Scott. Interrogating Work–Life Balance Discourses: An Alternative Explanation for Black, African, Female, International Students in the United States, Yeukai Angela Mlambo. Towards a More Sustainable Approach to Social Justice Education, Rachel Moyer. A Model for Mentoring New Faculty Members: One College’s Approach, Jon E. Pedersen, Gina M. Kunz, Marjorie Kostelnik, and Beth Doll. Women Senior Student Affairs Officers at Four‐Year Public Institutions: Work–Life Integration and Mentorship, Yettieve A. Marquez‐Santana. Priming the Pipeline: Meeting the Need for Mentoring of Black Females in Higher Education, Sandra Harris and LaKerri Mack. Intersectionalities of Advisors and Advisees: A Dialogic Parsing of Politics and Processes for Mid‐Career Doctoral Students, Altheia Lesley Richardson and Jane Clark Lindle. Conclusion: Intersectionality as Practice: Embracing All of Who We Are in Work and Life, Anjalé D. Welton, Katherine Cumings Mansfield, and Pei‐Ling Lee. About the Editors. About the Contributors.
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- EDU040000 - EDUCATION: Philosophy & Social Aspects
- SOC028000 - SOCIAL SCIENCE: Women's Studies
- SOC002010 - SOCIAL SCIENCE: ANTHROPOLOGY: Cultural
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