Academic Sister Circles: Resistance, Persistence, and Collective Healing of Women of Color in Academia

• In Event: 66.060 - Survival, Resistance, and Resiliency: Problematizing Diverse Experience of Women in Academia in a Post-Truth World

Abstract

Higher education is a contested space for students and faculty from historically marginalized and minoritized groups (Solórzano, 1998; Yosso & Lopez, 2010). Women of color (WOC) in higher education are particularly situated within racially inequitable systems (Crenshaw, 1991; Solórzano et al., 2000) which persistently push back against their presence in academia and contribution to knowledge production.
Objectives
The paper centers on four key objectives: (a) to explore the experiences of women of color (WOC) in academia; (b) to document emotional violence, and analyze racial and gender micro-aggressions experienced by WOC in graduate programs; (c) to explore how problem-posing, counter-narratives, testimonios, and crossing borders into third spaces encourages WOC to resist, persist, and heal; and (d) to understand how the racialized and gendered experiences of WOC can lead to both collaboration & innovation in higher education, and embolden stakeholders to advocate for equitable policies to strengthen campus climate and ensure program completion.
Framework
This research applies an intersectionality framework (Collins, 2012) that centers critical auto-ethnography (Quicke, 2010), critical race theory (Ladson-Billings, 2005), counter-narrative storytelling (Solorzano and Yosso, 2002), and liberatory praxis (Freire, 1970).
Methodology
Utilizing critical action research and the use of testimonios, the paper explores and critiques the experiences of women of color in hostile racial climates to build solidarity across women of color in academia (Anzaldúa, 1990), and cross borders to create spaces (Anzaldúa, 1987; Bhabha 1994; Freire, 1970) that validate their presence in academia while being each other’s keeper. Participants engaged in graduate sister healing circles over a six week period for 2 hours to share issues, concerns and problems while navigating dissertation committee relationships.
Data Analysis
Data was coded for themes around micro and macroaggressions that emerged during sister healing dialogues. Preliminary analysis of data suggests that women of color in higher education have internalized elements of institutional racism and sexism replicating social-emotional violence towards self and members of similar groups. Data also suggests a need for consistent healing spaces to dialogue regarding ways to navigate micro and macroaggressions that emerge during femtoring and mentoring relationships between faculty and graduate students during various stage of the doctoral process.
Findings
Increasing numbers of resilient and brilliant WOC are courageously sharing their experiences with each other to shine light on indigenous ways of being and knowing, countering microaggressions and emotional violence with love, compassion, healing, and a (re)dedication to multicultural education and social justice through academic sister circles.
Significance
The strategies to confront hostile campus racial climates by building supportive communities across borders to better navigate academia, and ultimately, reclaim the voices and agency of WOC demonstrate the significance of the use testimonios to forge meaningful spaces for women of color in academia also on a journey towards healing and liberation. Sharing testimonies and counter-narratives serve as the first step in healing and shifting the experiences of WOC in higher education.

Author

• Malayka Neith Cornejo, University of Nevada - Las Vegas