Conditionally Accepted

Many of us have excelled professionally while privately coping with various diagnoses, afraid that revealing them will discredit us, writes Marta Elliott.

Black and other minoritized faculty don’t receive equitable ones if they receive them at all, which harms both them and their Institutions, writes Jasmine L. Harris.

Higher ed must go beyond buzz words and stop hiding behind performative equity, which does not create change, writes Rochelle Sennet. 

Bertin M. Louis Jr. describes a new anthology that highlights marginalizd faculty members’ sense that they’ll be accepted in higher education only if they do little to challenge the status quo.

Mark S. James describes how when marginalized faculty are not deemed or treated as worthy, they can feel like ghosts, even when tenured.

Nicholas Lamar Wright and Amanda Lannan describe the often unconscious bias people with disabilities face and advise how to create more equitable practices.

We’re building Faculty for Justice in Palestine as a network to support people on campuses, especially the most vulnerable, write Andrew Ross and Sherene Seikaly.

Campus leaders and colleagues must recognize their battle fatigue—and the sophisticated racism at its root—and work to support them, write Jálin B. Johnson, Nakisha Castillo, Natalie V. Nagthall and Hawani Negussie.