Beth Powers – författare

Immigration, Diversity and Student Journeys to Higher Education presents an in-depth understanding of how immigrant students at a major public research university balanced keeping their family cultures alive and learning U.S. culture to get to college. A revitalized anthropological understanding of acculturation provides the theoretical framework for the book. The text builds its analysis using extensive quotes from the 160 immigrant students who participated in the 21 focus groups that form the core of this study. The students’ families come from Africa, Asia, the Caribbean, Europe and Latin America, and reflect a wide diversity of experiences and insights into how these students successfully pursued higher education. A key theme of the book is the "immigrant bargain," where students repay their parents’ hard work and migration sacrifices by excelling in school. A large majority of the parents made clear that a major motivation for immigrating was so their children could have better educational opportunities; these parents had the original dreams for their children. Immigration, Diversity and Student Journeys to Higher Education examines the similarities and differences across this diverse group of students, ending with a series of recommendations about how to improve acculturation research and how to facilitate immigrant students’ journeys to educational success.

When Andrew Cuomo was forced to resign as governor of New York in August 2021, a commentator on CNN remarked that he had "not gotten his own memo" on sexual harassment that he had signed into law two years earlier. Misogyny in English Departments theorizes the results of a qualitative empirical study of the ways women in U.S. college and university English departments experience misogyny, and the effects that misogyny has on their personal and professional lives. It seems that we in English departments, too, have not gotten our own memos. English departments market themselves as spaces of equity and diversity, as dedicated to inclusivity and social justice, as committed to rooting out injustices like misogyny via such means as socially just, feminist, and critical pedagogies. We are some of the very people who teach students to recognize and fight back against social injustices like misogyny, and yet, as the women the author interviews demonstrate in this book, we are no less likely to engage in gender-based discriminatory and abusive practices.

When Andrew Cuomo was forced to resign as governor of New York in August 2021, a commentator on CNN remarked that he had "not gotten his own memo" on sexual harassment that he had signed into law two years earlier. Misogyny in English Departments theorizes the results of a qualitative empirical study of the ways women in U.S. college and university English departments experience misogyny, and the effects that misogyny has on their personal and professional lives. It seems that we in English departments, too, have not gotten our own memos. English departments market themselves as spaces of equity and diversity, as dedicated to inclusivity and social justice, as committed to rooting out injustices like misogyny via such means as socially just, feminist, and critical pedagogies. We are some of the very people who teach students to recognize and fight back against social injustices like misogyny, and yet, as the women the author interviews demonstrate in this book, we are no less likely to engage in gender-based discriminatory and abusive practices.

The Black Feminist Coup: Black Women’s Lived Experiences in White Supremacist Feminist Academic Spaces is a collective narrative of how three Black women faculty at a large Midwestern PWI, and two of their former students and allies build alliances to collaboratively disrupt white supremacist feminist spaces. Themes of what it means to be a fugitive, to be free, and to be a feminist inform how we envision the future of Black women’s labor in the academy. More specifically, this project explores intersecting narratives of how three Black women faculty fled a racist and microaggressive Gender and Women’s Studies (GWS) department, following the start of the COVID 19 pandemic and the 2020 summer of racial unrest, and moved to an institute that houses African American and African studies. Their stories of misogynoir reflect a brutal irony that GWS departments expect Black women to further all women’s interests while impeding Black women’s ability to thrive. This work demands that institutions bear responsibility in providing Black women with an environment to thrive, and dream of new possibilities and opportunities to develop curricula and initiatives that center Black lives with priority. Bridging at the intersections of feminism, Black Studies, and higher education, this project surveys concepts of survival, trauma, pain, and healing to offer future possibilities for dismantling and challenging systems of white supremacy in the academy.The Black Feminist Coup is a groundbreaking text. Through courageous counter-stories and brilliant theoretical engagements, the authors spotlight the various intellectual traditions, institutional arrangements, power dynamics, and sociocultural practices that have made academia a persistent site of oppression and violence for Black women. Although such an offering would be more than enough for a single text, the book also provides a clear and accessible pathway toward dismantling White supremacy, nurturing radical resistance, and building safe and productive intellectual spaces for Black women within academia.—Marc Lamont Hill, Presidential Professor of Urban Education andAnthropology at CUNY Graduate CenterTHE BLACK FEMINIST COUP is a compelling, courageous co-authored monograph that explores the lived experiences of a group of mostly Black women in white supremacist feminist spaces at one university. Grounded in Black feminist history and theory, this pioneering text makes visible – in moving and painful ways-- the impact of racism, sexism, and misogynoir on Black feminists in the academy during various junctures of their journeys, including, perhaps surprisingly, women’s and gender studies spaces. Especially instructive is the book’s exploration of what cross-racial solidarities might mean in feminist academic spaces and what white women in particular might learn from these analyses and blueprints for transformation.—Beverly Guy-Sheftall, The Anna Julia Cooper Professor of Comparative Women’s Studies atSpelman College and co-edited WORDS OF FIRE (New Press, 1995)

The Black Feminist Coup: Black Women’s Lived Experiences in White Supremacist Feminist Academic Spaces is a collective narrative of how three Black women faculty at a large Midwestern PWI, and two of their former students and allies build alliances to collaboratively disrupt white supremacist feminist spaces. Themes of what it means to be a fugitive, to be free, and to be a feminist inform how we envision the future of Black women’s labor in the academy. More specifically, this project explores intersecting narratives of how three Black women faculty fled a racist and microaggressive Gender and Women’s Studies (GWS) department, following the start of the COVID 19 pandemic and the 2020 summer of racial unrest, and moved to an institute that houses African American and African studies. Their stories of misogynoir reflect a brutal irony that GWS departments expect Black women to further all women’s interests while impeding Black women’s ability to thrive. This work demands that institutions bear responsibility in providing Black women with an environment to thrive, and dream of new possibilities and opportunities to develop curricula and initiatives that center Black lives with priority. Bridging at the intersections of feminism, Black Studies, and higher education, this project surveys concepts of survival, trauma, pain, and healing to offer future possibilities for dismantling and challenging systems of white supremacy in the academy.The Black Feminist Coup is a groundbreaking text. Through courageous counter-stories and brilliant theoretical engagements, the authors spotlight the various intellectual traditions, institutional arrangements, power dynamics, and sociocultural practices that have made academia a persistent site of oppression and violence for Black women. Although such an offering would be more than enough for a single text, the book also provides a clear and accessible pathway toward dismantling White supremacy, nurturing radical resistance, and building safe and productive intellectual spaces for Black women within academia.—Marc Lamont Hill, Presidential Professor of Urban Education andAnthropology at CUNY Graduate CenterTHE BLACK FEMINIST COUP is a compelling, courageous co-authored monograph that explores the lived experiences of a group of mostly Black women in white supremacist feminist spaces at one university. Grounded in Black feminist history and theory, this pioneering text makes visible – in moving and painful ways-- the impact of racism, sexism, and misogynoir on Black feminists in the academy during various junctures of their journeys, including, perhaps surprisingly, women’s and gender studies spaces. Especially instructive is the book’s exploration of what cross-racial solidarities might mean in feminist academic spaces and what white women in particular might learn from these analyses and blueprints for transformation.—Beverly Guy-Sheftall, The Anna Julia Cooper Professor of Comparative Women’s Studies atSpelman College and co-edited WORDS OF FIRE (New Press, 1995)

Immigration, Diversity and Student Journeys to Higher Education presents an in-depth understanding of how immigrant students at a major public research university balanced keeping their family cultures alive and learning U.S. culture to get to college. A revitalized anthropological understanding of acculturation provides the theoretical framework for the book. The text builds its analysis using extensive quotes from the 160 immigrant students who participated in the 21 focus groups that form the core of this study. The students’ families come from Africa, Asia, the Caribbean, Europe and Latin America, and reflect a wide diversity of experiences and insights into how these students successfully pursued higher education. A key theme of the book is the "immigrant bargain," where students repay their parents’ hard work and migration sacrifices by excelling in school. A large majority of the parents made clear that a major motivation for immigrating was so their children could have better educational opportunities; these parents had the original dreams for their children. Immigration, Diversity and Student Journeys to Higher Education examines the similarities and differences across this diverse group of students, ending with a series of recommendations about how to improve acculturation research and how to facilitate immigrant students’ journeys to educational success.

Immigration, Diversity and Student Journeys to Higher Education presents an in-depth understanding of how immigrant students at a major public research university balanced keeping their family cultures alive and learning U.S. culture to get to college. A revitalized anthropological understanding of acculturation provides the theoretical framework for the book. The text builds its analysis using extensive quotes from the 160 immigrant students who participated in the 21 focus groups that form the core of this study. The students’ families come from Africa, Asia, the Caribbean, Europe and Latin America, and reflect a wide diversity of experiences and insights into how these students successfully pursued higher education. A key theme of the book is the "immigrant bargain," where students repay their parents’ hard work and migration sacrifices by excelling in school. A large majority of the parents made clear that a major motivation for immigrating was so their children could have better educational opportunities; these parents had the original dreams for their children. Immigration, Diversity and Student Journeys to Higher Education examines the similarities and differences across this diverse group of students, ending with a series of recommendations about how to improve acculturation research and how to facilitate immigrant students’ journeys to educational success.