References
- Ambo, T. (2018). Caregiving as refusal in the academy. International Journal of Qualitative Studies in Education, 31(3), 215–222. https://doi.org/https://doi.org/10.1080/09518398.2017.1401148
- Anzaldúa, G. (2014). Borderlands/la frontera: The new mestiza (4th ed.). Aunt Lute Books.
- Ashlee, A. A., Zamora, B., & Karikari, S. N. (2017). We are woke: A collaborative critical autoethnography of three “womxn” of color graduate students in higher education. International Journal of Multicultural Education, 19(1), 89–104. https://doi.org/https://doi.org/10.18251/ijme.v19i1.1259
- Baez, B. (1998). Negotiating and resisting racism: How faculty of color construct promotion and tenure. Eric Document Report Number 430-420. Retrieved January 12, 2008, from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/7/91/4e.pdf
- Bauder, H. (2006). Learning to become a geographer: Reproduction and transformation inacademia. Antipode, 38(4), 671–679. https://doi.org/https://doi.org/10.1111/j.1467-8330.2006.00469.x
- Becher, T. (1989). Academic tribes and territories: Intellectual enquiry and the culture of disciplines. Open University Press.
- Bhattacharya, K. (2017). Walking through the Dark Forest: Embodied literacies for shadow work in higher education and beyond. Journal of Black Sexuality and Relationships, 4(1), 105–124. https://doi.org/https://doi.org/10.1353/bsr.2017.0023
- Brown, W. (2015). Undoing the demos: Neoliberalism’s stealth revolution. Zone Books. https://doi.org/https://doi.org/10.2307/j.ctt17kk9p8
- Carrillo, J. F., Ender, T., & Perez, J. J. (2018). Letters to our children: Narrating legacies of love, dissent, and possibility. Journal of Latinos and Education, 17(3), 238–251. https://doi.org/https://doi.org/10.1080/15348431.2017.1319369
- Chang, H., Ngunjiri, F. W., & Hernandez, K. C. (2013). Collaborative autoethnography. Left Coast Press.
- Cortes Santiago, I., Karimi, N., & Arvelo Alicea, Z. R. (2017). Neoliberalism and higher education: A collective autoethnography of Brown women teaching assistants. Gender and Education, 29(1), 48–65. https://doi.org/https://doi.org/10.1080/09540253.2016.1197383
- Crenshaw, K. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241. https://doi.org/https://doi.org/10.2307/1229039
- Darder, A. (2012). Neoliberalism in the academic borderlands: An on-going struggle for equality and human rights. Educational Studies, 48(5), 412–426. https://doi.org/https://doi.org/10.1080/00131946.2012.714334
- Darder, A. & Griffiths, T. G. (2016). Labour in the Academic Borderlands: Unveiling the Tyranny of Neoliberal Policies. Workplace: A Journal for Academic Labor, 28, 115–129.
- Darder, A., & Griffiths, T. G. (2016). Labour in the academic borderlands: Unveiling the tyranny of neoliberal policies. Workplace: A Journal for Academic Labor, , 115–129.
- Dortch, D. (2016). The strength from within: A phenomenological study examining the academic self-efficacy of African American women in doctoral studies. Journal of Negro Education, 85(3), 350–364. https://doi.org/https://doi.org/10.7709/jnegroeducation.85.3.0350
- Dowdy, J. K., Givens, G., Murillo, E. G., Shenoy, D., & Villenas, S. (2000). Noises in the attic: The legacy of expectations in the academy. International Journal of Qualitative Studies in Education, 13(5), 429–446. https://doi.org/https://doi.org/10.1080/09518390050156396
- Espino, M. M., Muñoz, S. M., & Marquez Kiyama, J. (2010). Transitioning from doctoral study to the academy: Theorizing trenzas of identity for Latina sister scholars. Qualitative Inquiry, 16(10), 804–818.
- Flynn, A. M., Sanchez, B., & Harper, G. W. (2011). An ecological analysis of research examining the experiences of students of color in graduate school. Journal of Diversity in Higher Education, 4(1), 1–11. https://doi.org/https://doi.org/10.1037/a0021506
- Gildersleeve, R. E., Croom, N. N., & Vasquez, P. L. (2011). Am I going crazy?!: A critical race analysis of doctoral education. Equity & Excellence in Education, 44(1), 93–114. https://doi.org/https://doi.org/10.1080/10665684.2011.539472
- Giroux, H. A. (2002). Neoliberalism, corporate culture, and the promise of higher education: The university as a democratic public sphere. Harvard Educational Review, 72(4), 425–464. https://doi.org/https://doi.org/10.17763/haer.72.4.0515nr62324n71p1
- Giroux, H. A. (2009). Academic labor in dark times. Counterpunch.
- Giroux, H. A. (2010, June). Bare pedagogy and the scourge of neoliberalism: Rethinking higher education as a democratic public sphere. In The educational forum (Vol. 74, No. 3, pp. 184–196). Taylor & Francis Group.
- Giroux, H. A. (2015). Beyond neoliberal common sense: Cultural politics and public pedagogy in dark times. Journal of Composition, 27(1), 11–61.
- González, J. C. (2006). Academic socialization experiences of Latina doctoral students: A qualitative understanding of support systems that aid and challenges that hinder the process. Journal of Hispanic Higher Education, 5(4), 347–365. https://doi.org/https://doi.org/10.1177/1538192706291141
- Keating, A. (2012). Transformation now!: Toward a post-oppositional politics of change. University of Illinois Press.
- Keene, A., Tachine, A. R., & Nelson, C. A. (2018). Braiding our (in)visibility: Native women navigating the doctoral process through social media. JCSCORE, 3(1), 42–76. https://doi.org/https://doi.org/10.15763/issn.2642-2387.2017.3.1.42-76
- Kimoto, T. (2018). Becoming restive: Orientations in Asian American feminist theory and praxis. In Fujiwara, L., & Roshanravan, S. (Eds.) Asian American Feminisms and Women of Color Politics (138–154). University of Washington Press.
- la paperson. (2017). A third university is possible (1st ed.). University of Minnesota Press.
- Levin, J. S., & Aliyeva, A. (2015). Embedded neoliberalism within faculty behaviors. The Review of Higher Education, 38(4), 537–563. https://doi.org/https://doi.org/10.1353/rhe.2015.0030
- Lorde, A. (2020). Sister outsider: Essays and speeches. Penguin Classics.
- Mendoza, P. (2007). Academic capitalism and doctoral student socialization: A case study. The Journal of Higher Education, 78(1), 71–96. https://doi.org/https://doi.org/10.1080/00221546.2007.11778964
- Mitchell, N. A., & Miller, J. J. (2011). The unwritten rules of the academy: A balancing act for women of color. In Women of color in higher education: Changing directions and new perspectives. Emerald Group Publishing Limited.
- Museus, S. D., & LePeau, L. A. (2019). Navigating neoliberal organizational cultures: implications for higher education leaders advancing social justice agendas. In A. Kezar and J. Posselt (Eds.), Higher education administration for social justice and equity: Critical perspectives for leadership (pp. 209-224). Routledge.
- Nagar, R., Inayatullah, N., & Dauphinee, E. (2016). Editor’s interview with Richa Nagar. Journal of Narrative Politics, 2(2), 74.
- Osei-Kofi, N. (2012). Junior faculty of color in the corporate university: Implications of neoliberalism and neoconservatism on research, teaching and service. Critical Studies in Education, 53(2), 229–244. https://doi.org/https://doi.org/10.1080/17508487.2012.672326
- Rendón, L. I. (1993). Eyes on the prize: Students of color and the bachelor’s degree. Community College Review, 21(2), 3–13. https://doi.org/https://doi.org/10.1177/009155219302100202
- Said, E. (1994). Representations of the intellectual. Vintage.
- Saldaña, J. (2015). The coding manual for qualitative researchers. Sage.
- Sanchez, P., & Ek, L. D. (2013). Before the tenure track: Graduate school “testimonios” and their importance in our “Profesora”-ship today. Educational Foundations, 27, 15–30.
- Saunders, D. B. (2010). Neoliberal ideology and public higher education in the United States. Journal for Critical Education Policy Studies, 8(1), 41–77.
- Slaughter, S., Slaughter, S. A., & Rhoades, G. (2004). Academic capitalism and the new economy: Markets, state, and higher education. JHU Press.
- Souto-Manning, M., & Ray, N. (2007). Beyond survival in the ivory tower: Black and brown women’s living narratives. Equity & Excellence in Education, 40(4), 280–290. https://doi.org/https://doi.org/10.1080/10665680701588174
- Squire, D. D., & McCann, K. (2018). Women of color with critical worldviews constructing spaces of resistance in education doctoral programs. Journal of College Student Development, 59(4), 404–420. https://doi.org/https://doi.org/10.1353/csd.2018.0039
- TallBear, K. (2019). Caretaking relations, not American dreaming. Kalfou, 6(1), 24-41. https://doi.org/https://doi.org/10.15367/kf.v6i1.228
- Thomas, G. D., & Hollenshead, C. (2001). Resisting from the margins: The coping strategies of Black women and other women of color faculty members at a research university. The Journal of Negro Education, 70(3), 166–175. https://doi.org/https://doi.org/10.2307/3211208
- Tierney, W. G. (1997). Organizational socialization in higher education. The Journal of Higher Education, 68(1), 1–16. https://doi.org/https://doi.org/10.2307/2959934
- Torres, C. A. (2011). Public universities and the neoliberal common sense: Seven iconoclastic theses. International Studies in Sociology of Education, 21(3), 177–197. https://doi.org/https://doi.org/10.1080/09620214.2011.616340
- Weidman, J. C., Twale, D. J., & Stein, E. L. (2001). Socialization of graduate and professional students in higher education: A perilous passage? ASHE-ERIC Higher Education Report. Jossey-Bass Higher and Adult Education Series (Vol. 28, pp. 94104–91342). Jossey-Bass. .
- Wright-Mair, R., & Museus, S. D. (2021). Playing the game just enough: How racially minoritized faculty who advance equity conceptualize success in the neoliberal academy. Journal of Diversity in Higher Education. https://doi.org/https://doi.org/10.1037/dhe0000304