Project MUSE®: Women, Gender, and Families of Color - Latest Articles
https://muse.jhu.edu/journal/623
Project MUSE®: Latest articles in Women, Gender, and Families of Color.daily12026-05-12T00:00:00-05:00text/htmlen-USVol. 1 (2013) through current issueLatest Articles: Women, Gender, and Families of ColorTWOProject MUSE®Women, Gender, and Families of Color2326-09472326-0939Latest articles in Women, Gender, and Families of Color. Feed provided by Project MUSE®From the Editors
https://muse.jhu.edu/article/978929
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Dear Readers:This special issue, “New and Old Challenges for Communities of Color in Higher Education,” asks that we acknowledge and elevate our connections and more intentionally practice our ability to be a collective, cooperative resource for colleagues. Many of us recognize and write about inequities and injustices, and some of us have made public demands for university administrators to be more accountable (?), conspicuous (?), and sincere in diversity, equity, inclusion, and belonging efforts. But let’s be honest; despite the best of efforts, higher education has historically maintained its commitment to majority groups, unfairly depending on people of color and other marginalized groups to create their own
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Project MUSE®https://muse.jhu.edu/2026-05-12T00:00:00-05:00https://muse.jhu.edu/journal/623/image/coversmallFrom the Editors2025-12-19text/htmlen-USFrom the Editors2025-12-192025TWOProject MUSE®65882026-05-12T00:00:00-05:002025-12-19One System, Many Voices: Femtoring as a Method of Self-Care
https://muse.jhu.edu/article/978930
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The disparity between women and men in academia can be seen in their salaries, positions, ability to gain access to leadership positions, and levels of tenured versus nontenured positions. A 2024 report on 2023–24 academic salaries included the following: “Average full-time faculty salaries for women were 82.6 percent of those for men in 2023–24, and full-time women faculty members earned less than men across all academic ranks” (AAUP 2024, para. 5). Women are also less likely to make it to full professor or to be represented in administration of universities, with fewer women than men in department head, dean, and higher levels of leadership (Dominici, Fried, and Zeger 2009). These disparities are magnified when
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Project MUSE®https://muse.jhu.edu/2026-05-12T00:00:00-05:00https://muse.jhu.edu/journal/623/image/coversmallOne System, Many Voices: Femtoring as a Method of Self-Care2025-12-19text/htmlen-USOne System, Many Voices: Femtoring as a Method of Self-Care2025-12-192025TWOProject MUSE®352572026-05-12T00:00:00-05:002025-12-19Evidence of and Support for Indigenous Women’s Leadership: A Scoping Review
https://muse.jhu.edu/article/978931
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Within Indigenous communities, women have always occupied leadership roles in and outside the household and were central to decision-making processes (Lajimodiere 2011). Leadership from an Indigenous perspective is having a shared vision and responsibility for the community (Hill and Keogh Hoss 2018) and is rooted in tradition, family, community, and relationships. Today, Indigenous women lead in the fields of policy, law, art, medicine, research, and education, among others (Fiveable 2025). They are reclaiming leadership roles and modeling leadership for the next generations of Indigenous women leaders.The Indigenous Visionaries Native Women Leadership Fellowship Program at the American Indian College Fund
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Project MUSE®https://muse.jhu.edu/2026-05-12T00:00:00-05:00https://muse.jhu.edu/journal/623/image/coversmallEvidence of and Support for Indigenous Women’s Leadership: A Scoping Review2025-12-19text/htmlen-USEvidence of and Support for Indigenous Women’s Leadership: A Scoping Review2025-12-192025TWOProject MUSE®645772026-05-12T00:00:00-05:002025-12-19“What Are You Doing Here? ”: Trying to Get an Academic Job While Pregnant
https://muse.jhu.edu/article/978932
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Home is a place and a process—a process of making, unmaking, and remaking connections between sociality and place. Black feminist and cultural critic bell hooks (2006) theorizes this political process as homemaking and argues that homemaking “has been and continues to be a radically subversive gesture” because it’s often how and where women of color, particularly Black women, have “resisted white supremacist domination” (43–44). I apply hooks’s political concept of homemaking to the context of academia, which has historically excluded people of color and commonly requires academics to uproot themselves from their homes and communities in pursuit of tenure (Matthew 2016). In these ways, academic jobs shape
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Project MUSE®https://muse.jhu.edu/2026-05-12T00:00:00-05:00https://muse.jhu.edu/journal/623/image/coversmall“What Are You Doing Here? ”: Trying to Get an Academic Job While Pregnant2025-12-19text/htmlen-US“What Are You Doing Here? ”: Trying to Get an Academic Job While Pregnant2025-12-192025TWOProject MUSE®297622026-05-12T00:00:00-05:002025-12-19“Lifting as We Climb”: The Importance of Mentorship for Black Women in the Academy
https://muse.jhu.edu/article/978933
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Beaming with pride, I watched as my first graduate student walked across the stage to receive her degree. We did it! As I reflected upon our journey together over the past two years, I thought about how far we had both come. She began her journey as a budding master’s student and I as a new faculty member at the institution. Although she had completed her undergraduate degree at the institution and I had two years of prior faculty experience, we both came to our relationship with anxieties about what to expect for this next chapter. My own experiences with mentorship motivated me to want to be a good mentor to her. For me, that meant not only making sure that she received her degree but also ensuring that she felt
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Project MUSE®https://muse.jhu.edu/2026-05-12T00:00:00-05:00https://muse.jhu.edu/journal/623/image/coversmall“Lifting as We Climb”: The Importance of Mentorship for Black Women in the Academy2025-12-19text/htmlen-US“Lifting as We Climb”: The Importance of Mentorship for Black Women in the Academy2025-12-192025TWOProject MUSE®172472026-05-12T00:00:00-05:002025-12-19Academic Altruism or Kindness-Informed Allyship? Strategizing Care for BIPOC and Minority Scholars and Communities
https://muse.jhu.edu/article/978934
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The call for essays in this special issue of Women, Gender and Families of Color encourages us to “establish practices of generosity” and to claim care and well-being for ourselves and our academic communities. We could not agree more. But how can we prioritize self-directed care work as academics? Care work is said to a public good that contributes to the “intellectual, physical, and emotional capabilities of recipients” and may be framed as offering altruistic fulfillment to those doing the work (England 2005, 385). But in academic spaces, altruism carries its own burdens, which, for some, weigh heavier. Many academics, particularly those of color, minority identities, and early-career ranks, are too familiar
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Project MUSE®https://muse.jhu.edu/2026-05-12T00:00:00-05:00https://muse.jhu.edu/journal/623/image/coversmallAcademic Altruism or Kindness-Informed Allyship? Strategizing Care for BIPOC and Minority Scholars and Communities2025-12-19text/htmlen-USAcademic Altruism or Kindness-Informed Allyship? Strategizing Care for BIPOC and Minority Scholars and Communities2025-12-192025TWOProject MUSE®320272026-05-12T00:00:00-05:002025-12-19Scholarship in the Time of Genocide: The Marginalized Scholar’s Journey amid Systemic Violence
https://muse.jhu.edu/article/978935
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How does one write a dissertation on the aftermath of genocide––one subjected to state denial––while witnessing another in real time? How does one engage with the said dissertation as a descendant of a genocide survivor themselves? I am a woman of color from the Middle East, born and raised in Istanbul, Türkiye. My research is on an Istanbulite Armenian novelist and public intellectual, Zaven Biberian, whose novels and memoir depict the experiences and social fabric of the Armenian community of Istanbul during the 1940s and 1950s. While I am not Armenian, my ancestry connects me to a lesser-known and even less-researched genocide: the Circassian Genocide of 1864.1 On my mother’s side, I am part Circassian, known as
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Project MUSE®https://muse.jhu.edu/2026-05-12T00:00:00-05:00https://muse.jhu.edu/journal/623/image/coversmallScholarship in the Time of Genocide: The Marginalized Scholar’s Journey amid Systemic Violence2025-12-19text/htmlen-USScholarship in the Time of Genocide: The Marginalized Scholar’s Journey amid Systemic Violence2025-12-192025TWOProject MUSE®245332026-05-12T00:00:00-05:002025-12-19The Power of Meaningful Mentorship in Fostering Care, Connection and Well-Being in Academia
https://muse.jhu.edu/article/978936
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The setting for developing the mentoring relationship we reflect on in this article is a small, predominantly white institution on the outskirts of a major metropolitan city in the northeastern region of the United States. Based on fall 2023 data, there are less than 4,000 total students, and of the 162 full-time faculty, there are eleven who identify as Black, nine who identify as Hispanic/Latinx, and three who identify as two or more races. The mentee came to the university in 2019 as the director of field education/clinical lecturer and, upon completing her doctoral studies, secured a tenure-track assistant professor faculty appointment. The mentor is professor emerita at the university and retired from her
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Project MUSE®https://muse.jhu.edu/2026-05-12T00:00:00-05:00https://muse.jhu.edu/journal/623/image/coversmallThe Power of Meaningful Mentorship in Fostering Care, Connection and Well-Being in Academia2025-12-19text/htmlen-USThe Power of Meaningful Mentorship in Fostering Care, Connection and Well-Being in Academia2025-12-192025TWOProject MUSE®205402026-05-12T00:00:00-05:002025-12-19Empowered Voices: An Open Letter to Black Mothers and Caregivers in Graduate School
https://muse.jhu.edu/article/978937
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Dear Black Mother-Scholars, In the wake of the COVID-19 pandemic and the state-sanctioned violence that left numerous Black people traumatized by police and institutions (Anand and Hsu 2021; Patton and Njoku 2021), I, as a Black woman, a mother, and a full-time doctoral student, found myself at a crossroads. These events, which further exposed the structural inequality within our country (Burke 2021), also left me emotionally and spiritually exhausted. I felt overwhelmed, isolated, and burned out from the racism in our society and the compounding reality of my social identities. I also carried this exhaustion or racial battle fatigue (Quaye et al. 2020) into the various roles of my everyday life, including my
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Project MUSE®https://muse.jhu.edu/2026-05-12T00:00:00-05:00https://muse.jhu.edu/journal/623/image/coversmallEmpowered Voices: An Open Letter to Black Mothers and Caregivers in Graduate School2025-12-19text/htmlen-USEmpowered Voices: An Open Letter to Black Mothers and Caregivers in Graduate School2025-12-192025TWOProject MUSE®279332026-05-12T00:00:00-05:002025-12-19A Comadrisma Toolkit for Care and Well-Being on Campus
https://muse.jhu.edu/article/978938
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Our understanding of care and well-being for communities of color in higher education is informed by our own experiences of parenting as faculty and the solidarity this has created with our students who are also parents and/or in caregiving roles. Sarah is a third-generation Chicana from the Mexico-U.S. border who gave birth to two children while on the tenure track. She is now parenting her third baby, Ruben, post-tenure (I am literally nursing the baby as I write this first draft). Naomi is a transplant to El Paso/Juárez. She is a mother to two kiddos. She got pregnant and gave birth to her first child at the end of graduate school, and her experiences in balancing parenting and education have deeply informed her
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Project MUSE®https://muse.jhu.edu/2026-05-12T00:00:00-05:00https://muse.jhu.edu/journal/623/image/coversmallA Comadrisma Toolkit for Care and Well-Being on Campus2025-12-19text/htmlen-USA Comadrisma Toolkit for Care and Well-Being on Campus2025-12-192025TWOProject MUSE®245742026-05-12T00:00:00-05:002025-12-19Remot-E-xile: Transition from International Graduate Student Worker to Immigrant WoC Academic in a Pandemic
https://muse.jhu.edu/article/978939
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What does the word “remote” evoke for the exiled already existing at an uncomfortable distance from every home they inhabit? As Ariel Dorfman (2020) beautifully articulated in a pandemic-era essay titled “Immigrants Have Always Known the Pain of Social Distancing,” social distancing hasn’t been new to recent immigrants or to refugees or exiles. There is a word for the existential and physical state of being away from home in my first language, namely gurbet, which harbors a combination of physical, temporal, relational, and emotional distance. No single English word captures the complexity that gurbet carries; however, since the pandemic, the concept of “remote” that has come to evoke more than simply being far
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Project MUSE®https://muse.jhu.edu/2026-05-12T00:00:00-05:00https://muse.jhu.edu/journal/623/image/coversmallRemot-E-xile: Transition from International Graduate Student Worker to Immigrant WoC Academic in a Pandemic2025-12-19text/htmlen-USRemot-E-xile: Transition from International Graduate Student Worker to Immigrant WoC Academic in a Pandemic2025-12-192025TWOProject MUSE®193562026-05-12T00:00:00-05:002025-12-19Words to Live By
https://muse.jhu.edu/article/978940
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It was a nine a.m. mass lecture of 200 students, and I, the graduate teaching assistant, was standing in front of the class, behind the podium, because today was my day to lecture. There was one student, a Black male athlete, who came to class every day with his headphones on. Not AirPods or the thin string earbud kind . . . these were bright white earmuff-looking ones. The professor constantly asked him to remove his headphones, but like a magnet, a few minutes later, they were back on his ears. As I began to lecture, I asked for volunteers for an activity and noticed a raised hand from the corner of my eye. You got it . . . it was headphones dude volunteering. He obviously hadn’t read; we joked about his
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Project MUSE®https://muse.jhu.edu/2026-05-12T00:00:00-05:00https://muse.jhu.edu/journal/623/image/coversmallWords to Live By2025-12-19text/htmlen-USWords to Live By2025-12-192025TWOProject MUSE®253052026-05-12T00:00:00-05:002025-12-19All the Things You Didn’t Know
https://muse.jhu.edu/article/978941
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My higher education in the United States began in 2010. While I started my associate’s degree as a biochemistry major at a community college, I soon switched to English because I would have to pay for fewer classes before I could transfer to a four-year university. As I finished my bachelor’s degree, I took my chair’s advice to apply to fully funded English PhD programs in the United States, only because it would provide several years of financial security—not because I knew what one did in graduate school. After seven years of graduate school (two of which I spent on the job market), I secured a tenure-track assistant professorship—a position referred to as a “unicorn,” I’m told. This piece is an attempt to track
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Project MUSE®https://muse.jhu.edu/2026-05-12T00:00:00-05:00https://muse.jhu.edu/journal/623/image/coversmallAll the Things You Didn’t Know2025-12-19text/htmlen-USAll the Things You Didn’t Know2025-12-192025TWOProject MUSE®247652026-05-12T00:00:00-05:002025-12-19From Writing Group to Family: Reflections on Building a Supportive Community for Black PhD Students
https://muse.jhu.edu/article/978942
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In July of 2023, our writing group, “You Should Be Writing” (YSBW), traveled to Hilton Head, South Carolina, for a writing retreat. After over a year since we had all been together, we looked forward to the opportunity to reunite, recharge, and engage in scholarship together. What we envisioned as “simply a writing retreat” was much more. Over the weekend, we updated each other on our respective lives and families, shared laughs and good food, processed our PhD experiences, and engaged in research and writing. When we weren’t doing research, we took full advantage of the scenery by going on walks and hanging out at the beach. As we floated in the Atlantic Ocean, we reflected upon our journeys to becoming Black
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Project MUSE®https://muse.jhu.edu/2026-05-12T00:00:00-05:00https://muse.jhu.edu/journal/623/image/coversmallFrom Writing Group to Family: Reflections on Building a Supportive Community for Black PhD Students2025-12-19text/htmlen-USFrom Writing Group to Family: Reflections on Building a Supportive Community for Black PhD Students2025-12-192025TWOProject MUSE®181962026-05-12T00:00:00-05:002025-12-19Always Already Difficult: Navigating Academia as a First-Generation Black Queer Woman
https://muse.jhu.edu/article/978943
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“I am deliberate and afraid of nothing.”I had to navigate many setbacks on the professional pathway toward obtaining my PhD. One of my main problems was always already being the problem. As first-generation Black queer women with disabilities, we are often met with disapproval and hostility when we vocalize unfair treatment. Furthermore, we risk losing support and opportunities to develop our professional socialization when we do so within academia. In this article, I reflect on my experience maneuvering through issues I faced as a PhD student and as a PhD candidate. I offer guidance to my peers and those who aspire to pursue an academic career and who have consistently refused to be silenced.Always being read as
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Project MUSE®https://muse.jhu.edu/2026-05-12T00:00:00-05:00https://muse.jhu.edu/journal/623/image/coversmallAlways Already Difficult: Navigating Academia as a First-Generation Black Queer Woman2025-12-19text/htmlen-USAlways Already Difficult: Navigating Academia as a First-Generation Black Queer Woman2025-12-192025TWOProject MUSE®227302026-05-12T00:00:00-05:002025-12-19Culturally Specific Barriers Black Female College Students Experience Following Incidents of Sexual Violence
https://muse.jhu.edu/article/978944
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The national attention given to sexual assault allegations against Brett Kavanaugh, Robert Kelly, Harvey Weinstein, and several other prominent individuals reignited the #metoo movement (Tam, Kerr, and Stirling 2020). Sexual assault refers to any nonconsensual completed or attempted sexual contact, including penetration and touching, incest, and statutory rape (Clery Center 2020). The movement went viral and evolved into the #metoo movement, which sparked widespread conversations about the challenges survivors face in disclosing incidents of abuse. To address the growing problem, the federal government has made an effort to combat the issue. However, this response has failed to address the stagnant reports from
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Project MUSE®https://muse.jhu.edu/2026-05-12T00:00:00-05:00https://muse.jhu.edu/journal/623/image/coversmallCulturally Specific Barriers Black Female College Students Experience Following Incidents of Sexual Violence2025-12-19text/htmlen-USCulturally Specific Barriers Black Female College Students Experience Following Incidents of Sexual Violence2025-12-192025TWOProject MUSE®249172026-05-12T00:00:00-05:002025-12-19We Can’t Go On Like This: Ruminations and Insights from The Seeing Wellness Project
https://muse.jhu.edu/article/978945
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This article explores the nkwaethnographic origins of the Seeing Wellness Project. The Seeing Wellness Project is a participatory visual ethnography that explores the transformative self-care, wellness, and healing practices of self-identified transgender, women, and gender nonconforming Black, Indigenous, and other people of color (BIPOC) who are diversity and justice leaders in the Global North and South.Drawing on Tribe (2019), Kemp-Graham (2015), and Williams (2017), I define diversity and justice leadership as substantive personal, community, or professional work advancing diversity, equity, inclusion, and/or justice for BIPOC. This leadership does not need to be in a formal or professional capacity. The
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Project MUSE®https://muse.jhu.edu/2026-05-12T00:00:00-05:00https://muse.jhu.edu/journal/623/image/coversmallWe Can’t Go On Like This: Ruminations and Insights from The Seeing Wellness Project2025-12-19text/htmlen-USWe Can’t Go On Like This: Ruminations and Insights from The Seeing Wellness Project2025-12-192025TWOProject MUSE®397232026-05-12T00:00:00-05:002025-12-19Navigating the Pandemic and Academia: Challenges, Disruptions, and the Road Ahead for Minority Female Academics
https://muse.jhu.edu/article/978946
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The article is a reflexive account of my own lived and pedagogical experiences, which are colored by the intersectionality of my identity as a woman of color, my teaching practices, and my social justice work—during and in the immediate aftermath of the COVID-19 pandemic. Accordingly, drawing on my own experience as a researcher and scholar as a female minority academic and the lived experiences of the minority groups I work with, this reflection proposes the immediate necessity of mentorship and support systems grounded in solidarity and feminist consciousness. At the end of the article, I highlight how mentoring for female academics is essential to address the multiplicity and situatedness of marginalization in
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Project MUSE®https://muse.jhu.edu/2026-05-12T00:00:00-05:00https://muse.jhu.edu/journal/623/image/coversmallNavigating the Pandemic and Academia: Challenges, Disruptions, and the Road Ahead for Minority Female Academics2025-12-19text/htmlen-USNavigating the Pandemic and Academia: Challenges, Disruptions, and the Road Ahead for Minority Female Academics2025-12-192025TWOProject MUSE®233462026-05-12T00:00:00-05:002025-12-19Producing New Knowledge in Community: The Transformative Power of Education and Feminist Collaboration
https://muse.jhu.edu/article/978947
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This brief article is an attempt to share and inspire, with the hope that our experience as three Chicana communication scholars will help build capacity for other women of color in higher education. We begin by giving thanks to our academic ancestors and all that they have done to create the foundation upon which we stand. In that regard, we are deeply influenced by Chicana feminist theory and the historical, political, and social praxis of women of color coming together as intellectual communities. We began feminist research and writing collaboration that, over time, we came to refer to as Comm (short for communication) Comadres. We became each other’s writing coaches, think partners, and academic comadres. As
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Project MUSE®https://muse.jhu.edu/2026-05-12T00:00:00-05:00https://muse.jhu.edu/journal/623/image/coversmallProducing New Knowledge in Community: The Transformative Power of Education and Feminist Collaboration2025-12-19text/htmlen-USProducing New Knowledge in Community: The Transformative Power of Education and Feminist Collaboration2025-12-192025TWOProject MUSE®107472026-05-12T00:00:00-05:002025-12-19Softness in Hard Times: Reflections on Care in the Academy
https://muse.jhu.edu/article/978948
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“The academy is not paradise. But learning is a place where paradise can be created. The classroom, with all its limitations, remains a location of possibility. In that field of possibility we have the opportunity to labor for freedom, to demand of ourselves and our comrades, an openness of mind and heart that allows us to face reality even as we collectively imagine ways to move beyond boundaries, to transgress. This is education as the practice of freedom.”The words of bell hooks bear repeating: “the academy is not paradise.” In the wake of student activism against Palestinian genocide, we have witnessed campuses become sites of state-sanctioned police and vigilante violence against their own students, faculty
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Project MUSE®https://muse.jhu.edu/2026-05-12T00:00:00-05:00https://muse.jhu.edu/journal/623/image/coversmallSoftness in Hard Times: Reflections on Care in the Academy2025-12-19text/htmlen-USSoftness in Hard Times: Reflections on Care in the Academy2025-12-192025TWOProject MUSE®486292026-05-12T00:00:00-05:002025-12-19Taking Care in Academia: Reimagining Community for Nontraditional Students
https://muse.jhu.edu/article/978949
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Care work was brought to the forefront during the COVID-19 pandemic as governments worldwide enacted restrictions and policies to ensure the continued operation of critical services and infrastructure. While this global cascading disaster shed light on the crucial contributions made by specific segments of the labor force, it also revealed a pervasive culture of carelessness. For years, institutions and corporations had harmed their least compensated workers, the same people suddenly deemed essential workers in 2020 (Benjamin 2022). Academia was just one of these establishments. In this article, I explore the carelessness apparent within U.S. American colleges and universities that for years has disenfranchised
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Project MUSE®https://muse.jhu.edu/2026-05-12T00:00:00-05:00https://muse.jhu.edu/journal/623/image/coversmallTaking Care in Academia: Reimagining Community for Nontraditional Students2025-12-19text/htmlen-USTaking Care in Academia: Reimagining Community for Nontraditional Students2025-12-192025TWOProject MUSE®256422026-05-12T00:00:00-05:002025-12-19Carving Out Space and Care in Transition and Beyond
https://muse.jhu.edu/article/978950
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For most of the past several years, I’ve served as chair of the Department of History, Political Science, and Philosophy at Delaware State University. The first years of my job as chair were unconventional as I adapted to a series of unique circumstances. Below, I give a few examples of this reality and offer some recommendations for carving out space for care.In the summer of 2018, I was the first appointed chair in the department’s history. Before this, department chairs were elected by faculty members in each department. When I was approached to consider the position the preceding spring, I had only worked at the university for three years. Initially, I was unsure how long I would serve as chair and assumed that
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Project MUSE®https://muse.jhu.edu/2026-05-12T00:00:00-05:00https://muse.jhu.edu/journal/623/image/coversmallCarving Out Space and Care in Transition and Beyond2025-12-19text/htmlen-USCarving Out Space and Care in Transition and Beyond2025-12-192025TWOProject MUSE®167752026-05-12T00:00:00-05:002025-12-19Águila: The Vision, Life, Death, and Rebirth of a Two-Spirit Shaman in the Ozark Mountains by María Cristina Moroles and Lauri Umansky (review)
https://muse.jhu.edu/article/978951
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I am situated in the Yokuts and Monos peoples’ indigenous lands, what is now known as Fresno, in el valle (central valley) of California. I name this because, as I share mis pensamientos y emociones of this book, I feel entangled, como mi pelo, mis greñas enredadas, questioning who am I to review this book when I feel I have not fully reviewed myself for colonial desire. Gracias to my antepasados and elders who have brought me here and are generous with their time, patience, and care. Brought me here with Águila, with the authors María Cristina Moroles and Lauri Umansky, to feel, think, and write. To join them as they (re)member María’s life and death. Inspired by the book’s title, Águila, which means eagle, what
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Project MUSE®https://muse.jhu.edu/2026-05-12T00:00:00-05:00https://muse.jhu.edu/journal/623/image/coversmallÁguila: The Vision, Life, Death, and Rebirth of a Two-Spirit Shaman in the Ozark Mountains by María Cristina Moroles and Lauri Umansky (review)2025-12-19text/htmlen-USÁguila: The Vision, Life, Death, and Rebirth of a Two-Spirit Shaman in the Ozark Mountains by María Cristina Moroles and Lauri Umansky (review)2025-12-192025TWOProject MUSE®165282026-05-12T00:00:00-05:002025-12-19The Citizenship Education Program and Black Women’s Political Culture by Deanna M. Gillespie (review)
https://muse.jhu.edu/article/978952
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When people think about the civil rights movement and the larger Black freedom struggle within which it is nestled, Black male leaders are often some of the first to come to mind. For those interested in historical educational topics, the 1954 Brown v. Board of Education case and Freedom Schools are well-known chapters of this pivotal period in U.S. history. A key group and issue routinely overlooked in this context are the Black women who worked outside formal schooling structures to amplify the franchise in Black communities. In The Citizenship Education Program and Black Women’s Political Culture, historian Deanna M. Gillespie “reframes a standard narrative of the civil rights movement” by emphasizing Black
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Project MUSE®https://muse.jhu.edu/2026-05-12T00:00:00-05:00https://muse.jhu.edu/journal/623/image/coversmallThe Citizenship Education Program and Black Women’s Political Culture by Deanna M. Gillespie (review)2025-12-19text/htmlen-USThe Citizenship Education Program and Black Women’s Political Culture by Deanna M. Gillespie (review)2025-12-192025TWOProject MUSE®103472026-05-12T00:00:00-05:002025-12-19Reparations and Reparatory Justice: Past, Present, and Future ed. by Sundiata Keita Cha-Jua, Mary Frances Berry, and V. P. Franklin (review)
https://muse.jhu.edu/article/978953
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Reparations and Reparatory Justice: Past, Present, and Future, edited by Sundiata Keita Cha-Jua, Mary Frances Berry, and V. P. Franklin, advances new and innovative elucidations that challenge scholars and activists alike to expand upon the possibilities for redress within the context of the movement for reparations. Redress, through the lens of Saidiya Hartman (1997), characterizes the practices through which Black people contest the afterlife of slavery. In her groundbreaking text, Scenes of Subjection, Hartman (1997) theorizes redress as a response to the ontological positioning of the Black as both fungible and disposable. This project takes seriously the responsibility for Saidiya Hartman’s call for redress.
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Project MUSE®https://muse.jhu.edu/2026-05-12T00:00:00-05:00https://muse.jhu.edu/journal/623/image/coversmallReparations and Reparatory Justice: Past, Present, and Future ed. by Sundiata Keita Cha-Jua, Mary Frances Berry, and V. P. Franklin (review)2025-12-19text/htmlen-USReparations and Reparatory Justice: Past, Present, and Future ed. by Sundiata Keita Cha-Jua, Mary Frances Berry, and V. P. Franklin (review)2025-12-192025TWOProject MUSE®101462026-05-12T00:00:00-05:002025-12-19Light and Legacies: Stories of Black Girlhood and Liberation by Janaka Bowman Lewis (review)
https://muse.jhu.edu/article/978954
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Janaka Bowman Lewis’s (2023) Light and Legacies: Stories of Black Girlhood and Liberation explores the ever-changing representations of Black girlhood in literary and cultural productions, beginning with the nineteenth century and extending into the twenty-first century. In tracing its historical and cultural significance, Lewis’s comprehensive study positions Black girlhood as a key site of exploration within the tradition of African American women’s writing, citing a variety of women-authored literary and visual works published from the nineteenth century and throughout the twenty-first century, including enslavement narratives, fiction, memoirs, poetry, and visual art authored by Black women. Lewis centers Toni
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Project MUSE®https://muse.jhu.edu/2026-05-12T00:00:00-05:00https://muse.jhu.edu/journal/623/image/coversmallLight and Legacies: Stories of Black Girlhood and Liberation by Janaka Bowman Lewis (review)2025-12-19text/htmlen-USLight and Legacies: Stories of Black Girlhood and Liberation by Janaka Bowman Lewis (review)2025-12-192025TWOProject MUSE®142162026-05-12T00:00:00-05:002025-12-19