Lexington Books
Pages: 236
•
Trim: 6¼ x 9½
978-1-4985-1710-2 • Hardback • September 2016 • $123.00 • (£95.00)
978-1-4985-1712-6 • Paperback • March 2018 • $55.99 • (£43.00)
978-1-4985-1711-9 • eBook • September 2016 • $53.00 • (£41.00)
Annemarie Vaccaro is faculty member in the Department of Human Development and Family Studies and College Student Personnel Program at the University of Rhode Island.
Melissa J. Camba-Kelsay is coordinator for student leadership and instructor in the minor in Leadership Studies in the Center for Student Leadership Development at the University of Rhode Island.
Table of Contents
Series Foreword
Acknowledgements
Preface
Introduction
Chapter 1: Sister Stories: “Not your typical class.
Chapter 2: Microaggressions on Campus: “We still have a long way to go.”
Chapter 3: What Are Counterspaces and Why Do We Need Them?: “It’s a refuge on campus.”
Chapter 4: Student Interactions in a Counterspace: “It’s complicated.”
Chapter 5: Silence and Self-Censoring: “Telling my story, or not.”
Chapter 6: Learning about Identity: “Who Am I?”
Chapter 7: My Body, My Looks: “I’m never gonna look like that.”
Chapter 8: Becoming an Inclusive Leader: “Everyone has a voice.”
Conclusion
Appendix
About the Authors
Centering Women of Color in Academic Counterspaces gives us what we have craved in academe — the voices, thoughts, and perspectives — of women students of color — ’sisters” — as they make their way through the college curriculum and college itself, finding a unique place to call home.
— Marybeth Gasman, University of Pennsylvania
Vaccaro and Camba-Kelsay highlight the often-silenced voices of women of color on predominantly white campuses through the exploration of their Sister Stories course, a unique class that provides a safe and inviting space for women of color. This work is a wonderful example of professor-led, university classroom-based research that provides tangible solutions to help empower women of color on university campuses.
— Jessica DeCuir-Gunby, North Carolina State University
This engaging, well-researched book analyzes the creation of classrooms and curricula that place women of color at the center of teaching and learning, where students at the intersection of marginalized identities can expose and explore the micro-aggressions they navigate in race-neutral/gender-neutral environments. This book illustrates the power of such spaces to support self-awareness, critical consciousness, and enhanced learning not only for women students of color but also for their peers whose experience of being decentered is equally transformative. This book is a timely and welcome contribution.
— Lee Anne Bell, Barnard College