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"Don’t Talk About It, Be About It: A Model of Material Support for Black Graduate Students"

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About the Authors

Lida Colón is a PhD student in the Composition and Cultural Rhetoric Program at Syracuse University. Her research interests include critical pedagogy, first year writing, critical race theory, and Black feminist thought. She is currently thinking most heavily about the potential influence that writing pedagogies outside of the academy can have on first year writing. She currently serves as an Area Liaison for DBLAC. When not reading and writing, she is riding her bike or eating french fries.  

Contents

Introduction

DBLAC Programs

DBLAC’s Impact

References

References

Ahmed, S. (2012). On being included: Racism and diversity in institutional life. Duke University Press.

DBLAC Virtual Writing Group. (n.d.). Community statement. http://sites.google.com/view/dblacvwg/community-statement

Digital Black Lit and Composition. (n.d.). Signature programs. dblac.org/signature-programs

Digital Black Lit and Composition. (n.d.) Welcome and mission statement. dblac.org

Harper, S. R., & Simmons, I. (2019). Black students at public colleges and universities: A 50-state report card. University of Southern California, Race and Equity Center.

National Center for Education Statistics. (2019). Fast facts: Race/ethnicity of college faculty. US Department of Education. nces.ed.gov/fastfacts/display.asp?id=61

Kumari, A., Baniya, S., & Larson, K. (2020). The necessity of genre disruption in organizing an advocacy space for and by graduate students. [Symposium on the status of graduate study in rhetoric and composition]. Xchanges, 15(1), 1-8. http://www.xchanges.org/the-necessity-of-genre-disruption

Kynard, C. (2015). Teaching while Black. Literacy in Composition Studies, 3(1), 1-20. http://dx.doi.org/10.21623%2F1.3.1.2

Lazos, S. R. (2012). Are student evaluations holding back women and minorities?: The perils of “doing” gender and race in the classroom. In G. Gutiérrez y Muhs, Y. F. Niemann, G. G. González, & A. P. Harris (Eds.), Presumed incompetent: The intersections of race and class for women in academia (pp. 164-185). Utah State University Press, University Press of Colorado. http://www.jstor.org/stable/j.ctt4cgr3k.19

Polk, T., Russell, A., & Sockwell, A. (2020). Opportunity/exploitation. [Symposium on the status of graduate study in rhetoric and composition]. Xchanges, 15(1), 1-5. http://www.xchanges.org/opportunity-exploitation

Presswood, A., & Schwarz, V. M. (2020). Mentorship, affordability, and equity: Ways forward in writing program administration. [Symposium on the status of graduate study in rhetoric and composition]. Xchanges, 15(1), 1-7. http://www.xchanges.org/mentorship-affordability-and-equity

Sales, S. K. R. (2020). Uneasiness with a face of certainty: A personal rhetorical history of my imposter syndrome. [Symposium on the status of graduate study in rhetoric and composition]. Xchanges, 15(1), 1-6. http://www.xchanges.org/unease-with-a-face-of-certainty

Shelton, C. (2019, February 8). Toward inclusion: Disrupting the stupor of diversity. In Fostering student diversity in MA programs in R/C and Writing Studies. Panel. Conference on College Composition and Communication, Pittsburgh, PA.

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Posted by xcheditor on May 21, 2021 in article, Issue 15.1

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