Relegated to the Margins: Faculty of Color, the Scholarly Record, and the Necessity of Antiracist Library Disruptions

Inefuku, Harrison W.

doi:10.7551/mitpress/11969.003.0014

Cited by 6 publications

(3 citation statements)

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“…Other racialized librarians who carry out work in diversity without having it delegated to them often do it on their own time and at their own expense, owing to the stress of professional vulnerability when such activism is frowned upon in the workplace (Gorski, 2019). If organizations really care about diversity, then they need to credit and value the diversity work that racialized librarians do and that they personally are invested in (Inefuku, 2021). Supporting this work also means giving permission, encouragement, and time off to attend conferences and professional development opportunities.…”

Section: Diversity Is Not a Buzzwordmentioning

confidence: 99%

Designing the Diversity of Canadian Libraries: Excerpts from the CARL Inclusion Perspectives Webinar by Racialized Library Colleagues

Cho,

Bolefski,

Tellis

et al. 2023

Preprint

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<p>Five academic librarians from libraries that represent the Canadian Academic Research Libraries (CARL) were invited to share their experiences as racialized librarians. In 2021, the Canadian Academic Research Libraries (CARL) hosted an Inclusion Perspectives Webinar Series, organized by CARL’s Equity, Diversity, and Inclusion Working Group (EDIWG) and the contents of this paper are presentations by these librarians who were invited to speak on systems, structures, and policies needed to dismantle racism; practical strategies to attract and retain racialized library employees; accreditation issues; and provide advice for what Canadian library leaders can start doing immediately.</p>

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Section: Diversity Is Not a Buzzwordmentioning

confidence: 99%

Designing the Diversity of Canadian Libraries: Excerpts from the CARL Inclusion Perspectives Webinar by Racialized Library Colleagues

Cho,

Bolefski,

Tellis

et al. 2023

Preprint

View full text Add to dashboard Cite

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“…"Through these processes, academic publishing in the United States creates a body of knowledge that privileges a white worldview and marginalizes the perspectives, experiences, and contributions of communities of color." 8 How can we break these processes? How can we reinvent them?…”

Section: Anti-racist Practices and Critical Takes On Accepted Practicesmentioning

confidence: 99%

A call for submissions: Share your thoughts in the Scholarly Communication column

Langham-Putrow¹,

Ford²

2022

CRLN

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“…Beyond self-education, scholars note that librarians and educators can further support disabled students by strategies used for other DEI efforts, such as diversifying collections, demanding accessible content from publishers of digital collections, staff and student worker training to ensure smooth delivery of services, and outreach efforts [91], [92], [93]. Outreach efforts are a way to promote relationship development, educate students about library resources and services, and to learn about the needs of the academic community [94].…”

Section: How Librarians and Educators Can Support Disabled Students A...mentioning

confidence: 99%

Let’s Talk about Disability: Disability Justice in Engineering Librarianship

Novosel

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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Despite efforts to improve DEI on college campuses, bias and discrimination still exist in higher education settings, particularly for disabled students, who are often forgotten or less emphasized in DEI efforts. In some disciplinary areas, such as in science, technology, engineering, and math (STEM) fields, disabled students are more likely to experience discrimination due to a reportedly more competitive and less flexible and supportive environment. Academic librarians and other educators can make a difference for these students by contributing to a more inclusive campus environment for disabled people in STEM by implementing universally accessible and inclusive pedagogy, resources, services, and spaces. Such efforts are more effective when they incorporate a disability justice perspective, which provides an intersectional framework to understand how individuals experience disability. This paper will present a disability justice-informed perspective in hopes of allowing librarians who work with disabled STEM student to gain a more nuanced understanding of ableism and the many barriers disabled people encounter in STEM fields as well as more broadly in higher education.[6]. Exclusion and bias are particularly prevalent in science, technology, engineering, and mathematics (STEM) fields, where research has found that people with dominant identities (i.e., male, non-disabled, white, heterosexual, cisgender) disproportionally benefit from societal support and encouragement, financial rewards, and preferential access to educational, research, and professional opportunities [7]. In a technologically-oriented global economy, STEM fields offer a growing number of employment opportunities that could be beneficial for a more diverse workforce, who, in turn, would enrich and enhance these disciplines with their knowledge, perspectives, culture, experience, skills, and creativity [8], [9].Disabled students and scholars are among those who experience ongoing discrimination and underrepresentation in STEM disciplines. Despite the fact that approximately 20% of Americans have disabilities [10] and that disabled students enroll in higher education at a similar rate of representation (19%) [11], they are significantly underrepresented in STEM fields [12], [13]. The National Center for Science and Engineering Statistics (NCSES) [2023] states that there is limited information on how many STEM students are disabled, but their data show that in 2021, doctoral degree recipients with at least one disability had lower representation in STEM (10.8%) than in non-STEM fields (13%). The discipline with the lowest rate of degree earners with a disability was engineering (8.2%) [14]. Additionally, the National Science Foundation [15] reports that disabled scholars receive less funding and had lower employment rates than their non-disabled peers, and the National Institute of Health (NIH) [16] found that the percentage of disabled people in professional STEM fields grew only 3% (from 6% to 9%) between 1999 and 2019, but that the number of pe...

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Relegated to the Margins: Faculty of Color, the Scholarly Record, and the Necessity of Antiracist Library Disruptions

Cited by 6 publications

References 0 publications

Designing the Diversity of Canadian Libraries: Excerpts from the CARL Inclusion Perspectives Webinar by Racialized Library Colleagues

Designing the Diversity of Canadian Libraries: Excerpts from the CARL Inclusion Perspectives Webinar by Racialized Library Colleagues

A call for submissions: Share your thoughts in the Scholarly Communication column

Let’s Talk about Disability: Disability Justice in Engineering Librarianship

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