"Why Can't I Just Chill?": The Visceral Nature of Racial Battle Fatigue

Quaye, Stephen John; Karikari, Shamika N.; Carter, Kiaya Demere; Okello, Wilson Kwamogi; Allen, Courtney

doi:10.1353/csd.2020.0058

Cited by 26 publications

(26 citation statements)

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“…Third, the study demonstrates and extends the work of both Anthym and Tuitt (2019) and Quaye et al (2020) on how some faculty (particularly those who identify as having multiple minoritized identities) who use resistance as a vehicle for change are especially harmed. An overextension of self is often required to effectively commit to disrupting and resisting neoliberal values, and as Quaye et al (2020) discusses, engaging in resistance for transformation often has adverse effects on both personal and professional trajectories. For example, if a faculty member decides to resist and not publish their work in what is traditionally considered a "high impact" journal, their resistance can be a violation of what is considered right and prestigious in the tenure process.…”

Section: Discussionsupporting

confidence: 51%

“…The findings from this study not only add to the discourse on neoliberalism in higher education, but also contribute to the extant literature on the consequences of working in, and functioning within, neoliberal academic environments (Anthym & Tuitt, 2019;Quaye et al, 2020). These neoliberal principles create environments where faculty engage in behaviors that are often destructive to their own health and wellness, while potentially benefiting their academic careers and institutional prestige (Gonzales & Núñez, 2014;O'Meara & Bloomgarden, 2011;Wolf-Wendel & Ward, 2006).…”

Section: Discussionmentioning

confidence: 55%

“…Success for many of us engaged in this work entails a constant commitment to disrupting and engaging in resistance in order for change to occur. However, while this commitment is beneficial to long term transformation and paving a way for others, engaging in this constant resistance as a vehicle for change has major negative impacts on our minds, bodies, and souls (Anthym & Tuitt, 2019;Quaye et al, 2019;Quaye et al, 2020). Many of us see these acts of resistance as synonymous with hope of challenging a fundamentally flawed and biased system, but we wonder how much of ourselves we must compromise for real change to occur.…”

Section: The Dilemma Of Resistance As a Vehicle For Changementioning

confidence: 99%

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Are We in This Alone? Examining the Cost of Health & Wellness by Surviving the Neoliberal Academy for Multiple Minoritized Faculty

Wright-Mair¹,

Ieva

2022

JTSE

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This manuscript highlights the findings from a critical collective autoethnography conducted by two multiple minoritized faculty members, outlining the consequences of neoliberalism on their health and wellness. The overarching goals of the study were to develop a deeper and more nuanced understanding about the ways in which neoliberal institutions of higher education impact faculty health and wellness. Findings from the study highlight that Academic Socialization in the Neoliberal University, and Prioritizing Academic Success over Wellness drive the psychological, physical, and emotional trauma some faculty members in the academy experience. Findings also indicate that faculty who invest in Resistance as a Vehicle for Change encounter a dilemma because of the draining mental, physical, and psychological impacts of engaging in such resistance. As such, some faculty depend on Mentors Who Care and Advocate for them, and Collaborative Opportunities as sustainable chances to help them survive and thrive in these neoliberal academic environments.

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Section: Discussionsupporting

confidence: 51%

Section: Discussionmentioning

confidence: 55%

Section: The Dilemma Of Resistance As a Vehicle For Changementioning

confidence: 99%

See 1 more Smart Citation

Are We in This Alone? Examining the Cost of Health & Wellness by Surviving the Neoliberal Academy for Multiple Minoritized Faculty

Wright-Mair¹,

Ieva

2022

JTSE

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“…The invisibility of Black women, coupled with their successful matriculation through college, renders their racial and gendered oppression invisible to many, resulting in the erasure and lack of understanding of Black college women's continued oppression at HPWIs. Focusing on the race and gender of Black women helps us better understand the stress and emotional labor that they experience in college (Quaye et al 2020). Their racial battle fatigue is gendered so they must find ways to combat gendered racism and stereotypes that are rooted in racist and sexist notions about Black women's academic abilities and belonging on campus.…”

Section: Discussionmentioning

confidence: 99%

Hypervisibility and Invisibility: Black Women’s Experiences with Gendered Racial Microaggressions on a White Campus

Newton

2022

Sociology of Race and Ethnicity

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This study focuses on the gendered racial microaggressions that Black undergraduate women experience while attending a historically predominately white university. Expanding from the racial microaggression literature, gendered racial microaggressions demonstrate how race is gendered and how gender is racialized for Black women. Because Black women experience dual oppression, the microaggressions they receive should be examined from an intersectional perspective. My study helps fill in the gaps of literature by taking an intersectional perspective to explore and center Black college women’s experiences with gendered racism by examining the gendered racial microaggressions they experience within the classroom and in general areas on campus. This study took a qualitative approach to uncover Black women’s experiences with microaggressions at a white university. I interviewed 25 Black undergraduate women who attended a flagship university in the Midwest. Gendered racial microaggressions showed up in themes of hypervisibility within classroom settings and invisibility in general spaces on campus. Within classroom settings, Black undergraduate women’s race and gender were seen as hypervisible and were microaggressed by white classmates and white faculty. On the contrary, in general spaces on campus, Black women were ignored or excluded from conversations with white students. Both invisibility and hypervisibility speak of Black women’s marginalization. Their experiences demonstrate the ways that both sexist and racist ideas about Black women and their abilities contribute to their marginalization, invalidation, and erasure on campus.

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“…Our energy-physical, emotional, and intellectual alike-is finite [48]. When attuned to bad faith in racist arguments, equity-minded higher education stakeholders might better direct and protect their energy.…”

Section: Discussionmentioning

confidence: 99%

Studying and Challenging Racism in Higher Education: Naming Bad Faith to Understand the “Logic” of Racism

Tichavakunda

2021

Education Sciences

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In this conceptual essay, the author argues that bad faith is a valuable concept in understanding and challenging racism in higher education. The philosopher Lewis Gordon argues that racism is a manifestation of bad faith. For the actor who sees Black people as less than human, for example, no evidence will allow the actor to see otherwise. Bad faith is the disavowal of any disconfirming evidence which allows actors to maintain their worldviews. The author draws from high profile examples of racism in higher education as conceptual cases to make his argument. Specifically, the author demonstrates how attacks upon Critical Race Theory in education, the currency of critiques of microaggressions research, and the perennial difficulty to name racist violence on campus as hate crimes operate upon a logic of racism through bad faith.

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"Why Can't I Just Chill?": The Visceral Nature of Racial Battle Fatigue

Cited by 26 publications

References 0 publications

Are We in This Alone? Examining the Cost of Health & Wellness by Surviving the Neoliberal Academy for Multiple Minoritized Faculty

Are We in This Alone? Examining the Cost of Health & Wellness by Surviving the Neoliberal Academy for Multiple Minoritized Faculty

Hypervisibility and Invisibility: Black Women’s Experiences with Gendered Racial Microaggressions on a White Campus

Studying and Challenging Racism in Higher Education: Naming Bad Faith to Understand the “Logic” of Racism

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