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The increasing neoliberalization of institutions of higher education poses several challenges for racially minoritized faculty who advocate equity. Unfortunately, explorations of how neoliberalism shapes the realities of these faculty are sparse. This study analyzes some of the ways in which neoliberal systems and the resistance of racially minoritized faculty advocating equity conceptualize their own success in the academy. In-depth, face-to-face, individual interviews were conducted with 12 racially minoritized faculty members advocating equity at predominantly white institutions (PWIs) in the Rocky Mountain region. Findings reveal that these faculty conceptualize success as meeting neoliberal expectations defined by quantifiable metrics of productivity, fulfilling commitments to having a positive impact, and cultivating agency to express voice for positive change. Findings also illuminate how participants found themselves in precarious situations where they feel an overwhelming pressure to balance the neoliberal demands of the academy and their desire to make a broader and more meaningful impact. Implications for research and practice outline how stakeholders within institutions of higher education can support racially minoritized faculty members' success in the academy.

The emergence of diversity, equity, and inclusion (DEI) professionals (i.e., staff with DEI-specific responsibilities) is a fairly recent phenomenon, and research to date has rarely examined the experiences of these DEI administrators despite the fact they are often solely charged with driving DEI within and beyond their department. Utilizing Ahmed’s diversity work framework, this study draws from semistructured interviews with 23 athletic administrators to identify barriers to efforts for driving DEI action in the context of intercollegiate athletics. Five higher-order themes were identified in the data, representing barriers to effective DEI work: (a) structural barriers, (b) cultural barriers, (c) conceptual barriers, (d) emotional barriers, and (e) social/relational barriers. Findings indicate that DEI athletics professionals perceive barriers on multiple levels, from personal levels (emotional and social/relational barriers) to those of a systemic nature (structural, cultural, and conceptual barriers). Limitations, directions for future research, and implications for praxis are discussed.

International students have contributed to the internationalization and diversification of U.S. higher education; yet, when COVID-19 (i.e., coronavirus) struck, it became evident that this subset of the U.S. higher education student population was left unaccounted for and unprotected. This manuscript underscores the unimaginable damage and disruption that can occur when a global crisis of the highest magnitude meets under preparedness, pre-existing discrimination, and impulsive policy-making. It also highlights, for context, past crises and their impacts on international students, thus establishing a trend which places international students at the epicenter of the blow’s concomitant with crises of different nature. Moreover, the manuscript provides considerations higher education stakeholders should reflect upon, as well as the following implications for higher education institutions: a) Establish support systems, b) create a sustainable emergency/crisis relief fund, c) seek and maintain non-local partnerships, d) get in good trouble, and e) develop intervention programs. In enacting these tangible solutions, institutions would be able to guide, serve, and support international students more effectively during and after crises.

Faculty who are minoritized-those who are both lesbian, gay, bisexual, trans, queer plus (LGBTQ+) and racially minoritized-experience significant challenges in higher education. Less is known about those who are both LGBTQ+ and racially minoritized. This study examined the experiences of 11 racially minoritized LGBTQ+ faculty teaching in higher education graduate programs and particularly focused on the ways relationships (including mentoring relationships, colleague relationships, and power-over relationships) impacted their sense of themselves in their graduate school and early career journeys. Support from both mentors and colleagues were instrumental in their success; manifestations of power-over dynamics by colleagues were detrimental for faculty who are dually minoritized. Findings point to the importance of instituting equity-based mentoring and adoption of colleagueship practices which center the thriving of racially minoritized LGBTQ+ faculty members higher education.