Call for Papers: “Intersected Campuses: The College Experience from Different Identities and Positions”

CALL FOR PAPERS “Intersected Campuses: The College Experience from Different Identities and Positions”
Editors W. Carson Byrd, University of Louisville Sarah M. Ovink, Virginia Tech Rachelle J. Brunn-Bevel, Fairfield University
In the post-recession “college-for-all” era, only about 10 percent of young people expect to stop their educational career after high school. However, experiences with college campuses and surrounding communities vary, and these differential experiences influence how students, faculty, and university staff work, study, and interact. Though variety may be “the spice of life,” differential experiences can also lead to troubling inequalities, including unequal college and career outcomes. Each year, the rapidly expanding higher education sector includes more students, faculty, and staff from historically underrepresented groups on campuses originally designed to exclude them. Though higher education institutions are arguably paying more attention to diversity and inclusion than ever before, observers question to what extent their efforts result in more socially just campuses. This edited volume will examine how race, ethnicity, class, gender, sexuality, sexual orientation, age, disability, nationality, and other identities cross and connect to produce intersected campus experiences. The chapters included in this edited volume will provide an examination of the interconnected lives of college students, faculty and staff on campus to clarify how the cultures and structures of colleges and universities assist or hinder campus group members’ efforts, and simultaneously, institutional efforts to be supportive of people from different backgrounds to reduce inequalities. At the heart of this volume lie two connected questions. First, how do students, faculty and staff navigate campus communities that often present as open and inclusive, but can function instead as obstacles to academic, career, and social progress? Second, what institutional changes could assist postsecondary institutions to cease operating as engines of social inequality, and instead to embody the popular ideal of colleges as bastions of inquisitive minds, scholarly discussion, and enriching academic, career, and social experiences? In addressing these questions, this volume will respond directly to the call by Mitchell Stevens, Elizabeth Armstrong, and Richard Arum (2008) to fully appreciate the plurality of these institutions and the domains they influence in society. To accomplish this feat, we must explore how people of different backgrounds experience these institutions in relation to identity and social position on campus and in society. We observe how colleges and universities operate as engines of mobility and inequality, inclusion and exclusion, in order to suggest changes to lead the way forward through the works that will be included in this volume. We invite contributions to the volume’s three main themes: (1) Ready to Learn: College Student Identities and Experiences; (2) Ready to Teach: Faculty Member Identities and Experiences; and (3) Making the University Run: Staff Member Identities and Experiences. Each theme will broaden the conversation regarding members of each campus group while also suggesting how commonalities and differences in these individuals’ experiences can assist with improving the campus environment. Importantly, each contribution will also suggest institutional changes that can assist students, faculty, and/or staff from these identities and positions. Thus, contributors will have research-based policy suggestions that could be used to create effective change on college campuses.

All submissions should be sent to the editors using the following email: Submissions should include (1) working title of chapter; (2) extended abstract (no more than 500 words) OR a full manuscript, if available; and (3) list of intended co-authors (if applicable). Deadline for submission is November 15, 2016. Authors chosen for inclusion in the volume will be notified no later than mid-December 2016. Full manuscripts will be due by February 15, 2017.

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