The Navigationalist: Recent Episodes

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Join the Navigationalists with Dr. Toby Jenkins to discuss promoting yourself, being present, addressing benevolent bias, and staying authentic at the very beginning. We want you to know that you belong in higher ed. We talk about the why and the how.

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Join me and co-host Dr. Carolina Bailey with Dr. Anna CohenMiller of Nazarbeyev University and and Dr. Kim Case of Virginia Commonwealth University. Today, we will discuss what motherhood actually looks like in higher ed, how to handle a person who has a bad case of mansplaining, and how to handle disruptive, challenging students in the classroom.Podcast questions include:

1. Hello, my name is Dr. Rodriguez. I am a proud mother of a beautiful baby boy. This joy was not without issues at work. For one, my male supervisor seemed not to know anything about my rights or FMLA. And it was my responsibility to find a substitute. Also, they left me out of projects, saying they were trying to be considerate because I might be tired due to the pregnancy, without even asking me! Why do people fall into this "benevolence bias" assuming that we are "protecting" pregnant female employees because they cannot perform their work?
2. I thought this thing of male explaining was a myth until I was at a meeting. He re-explained every detail I have just explained – like I did not have an engineering degree. When I have an idea, they never take me seriously unless a male coworker expresses it as his idea! How do I disrupt this?
3. I just completed this course. It was awesome or at least, I thought it was awesome. I had two white students who were very rebellious and confrontational at first, but I continued with my lesson plan. I gave them an assessment to get a vibe, and they talked great about me, but on gradeyourprofessor.com, they described me as caring, easy, soft, pushover while they are addressing my male colleagues in more "professional" terms. How do I address bias with students

Guest Navigationalists:Anna S. CohenMiller, PhD, is an educational leader and qualitative methodologist focused on social justice and equity in multicultural educational contexts. She specializes in arts-based methods to facilitate voice of participants and marginalized communities.

Broadly, Dr. CohenMiller focuses on solving issues of gender in education and the workplace and on innovating teaching to facilitate learning in preK – higher education contexts. Currently, she is working on a textbook about qualitative research, Questions in Qualitative Research in Multicultural Contexts (Routledge, 2021, CohenMiller & Boivin). Currently, Dr. CohenMiller is an Assitant Professor of Education in the Graduate School of Education at Nazarbayev University and Co-Founding Director of The Consortium of Gender Scholars (Kazakhstan).

Dr. CohenMiller is committed to developing international networks to build collaboration to bring awareness and solve complex social problems. As such, she has developed interdisciplinary, international initiatives such as The Motherscholar Project (Founding Director), The Consortium of Gender Scholars (Co-Founding Director) and Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy(Co-Founder, Editor-in-Chief).Dr. Kim Case previously served as Professor of Psychology and Women’s and Gender Studies, Chair of the Faculty Mentoring Program, Director of the Teaching-Learning Enhancement Center, and Director of the Applied Social Issues Master’s program at her previous university. Her mixed-methods research examines ally behavior when encountering bias and interventions to increase understanding of intersectionality and systemic privilege, reduce prejudice, and create inclusive spaces within educational and community settings. Her pedagogical scholarship, including three books, addresses diversity-course effectiveness, inclusive classroom practices, and teachi

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Today, we will discuss how how to balance being an activist, an educator, and your true authentic self on campus; how to overcome the racial battle fatigue by protecting your energy; and how our students have always been bias. Join us with artist-scholar and professor, Dr. Wilson Okello, and writer/scholar, professor, Dr. Stephen Quaye.Navigationalist Questions include:

1. Hello, I am Dr. Kumar (Kuuuuu-mar. I myself understand the cost and consequences of activism by faculty of color - the extra labor. How can I balance this labor? How can I engage my minoritized students without burning out? Any strategies?
2. Hello, I am Dr. Lee. Forgive me if I take too much of your time, but I have been searching for strategies to practice self-care in the midst of racial battle fatigue. I see symptoms of it: you know high blood pressure, headaches, increased breathing and heart rate in anticipation of racial conflict, and exhaustion. Are there any recommendations or policies that my college can implement college wide to address this racial battle fatigue?
3. Hello, I am a writer and an English instructor. Well, soon to be, I mean. This is my first semester teaching. Being a woman of color, I noticed things. I attempted to discuss a few antiracist issues and racial realities, but my white students challenged me. Are my students’ bias? How do I present my positionality to them? I am certain this probably is going to cost me bad evaluations at the end of the semester?

Guest Navigationalists include:Dr. Stephen John Quaye is an associate professor in the student affairs in higher education program at Miami University and past president of American College Personnel Association (ACPA): College Student Educators International. He has published two books, edited four books, over 20 book chapters, and 17 peer-reviewed journal articles in top-tier journals, such as the Journal of College Student Development, Teachers College Record, and The Review of Higher EducationDr. Wilson Kwamogi Okello is a tenure-track assistant professor in the Watson College of Education at the University of North Carolina Wilmington. Bridging the artist-scholar divide, Dr. Okello draws on Black feminist theories to think about the relationship between history, the body, and epistemology, anti-Blackness in education, critical masculinities, and anti-deficit curriculum and pedagogy. His work has been published in leading venues such as the Journal of College Student Development, the International Journal of Qualitative Studies in Education, and the Review of Higher Education.

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Today, we will discuss being part of the faculty union as an underrepresented faculty, the reach of Racial battle Fatigue, and urge you to participate in shared governance to make a difference. Today we have Dr. Nicholas Hartlep and Daisy Ball, editors of Racial Battle Fatigue in Faculty.

The podcast question include:

1. Hello, May I be anonymous? I work at a Historical White College in a rural area. Let me first say I am tired. The first thing I did when I was hired was join the faculty union. They have great parties, but when I make complaints about bullying in my department, they do nothing. People not in the union are bullied. On top of that they say things with some racial tones and nobody calls them off. What are my next steps?
2. I have thick skin, I tell myself. When a microaggression occurs, I brush it off, but lately I’ve been so tired. The last straw when no one checked on me during this Covid-19. I’ve been calling in sick to work more than often. Nobody check on me about how I was emotionally doing due to our racially charged events. My mentor mentioned Racial Battle Fatigue and said I had symptoms. Is this a public health and mental health illness. Is it really affecting me?
3. So I received this diversity fellowship program, which is cool, but when I voice my opinion, no one listens to me. They said they needed my “Latino” expertise. What? I am the only person of color on a committee because every other person of color are tired of being ignored. What can I do?

The Guest Navigationalists inlcude: Nicholas D. Hartlep is the Robert Charles Billings Endowed Chair in Education at Berea College where he Chairs the Department of Education Studies. Dr. Hartlep has published 22 books, the most recent being (2019) What Makes a Star Teacher? Seven Dispositions that Encourage Student Learning which was published by the Association for Supervision and Curriculum Development. He also co-edited Racial Battle Fatigue in Faculty. and Effective Teachers as Windows and Mirrors. Follow his work on Twitter at @nhartlep or at his website, www.nicholashartlep.com

Dr. Daisy Ball is Assistant Professor and Coordinator of the Criminal Justice Program in the Department of Public Affairs at Roanoke College, VIrginal. She co-edited Racial Battle Fatigue, which examines the challenges faced by diverse faculty members in colleges and universities. Her research focuses on the intersection of race and crime, with an emphasis on the criminal justice contact of Asian Americans.

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Today we will talk about your resistance capital, the tools that you use to address inequities; how to apply pressure to make structural change on campus; and how to rock the boat in your department. Join us with Dr. Mariela Fernandez and Dr. Bharat Mehra.

The podcast questions include:

1. Hello, I am Javier. I am a graduate student at the state university. I dream about being a professor of economics at a big university, but here at this Predominately white university. It seems opportunities go to graduate students who are working on other topics other than equity and inclusion issues. Is this true for higher ed?
2. Hello, I am Dr. Lee. Being the only Asian instructor in my department, I cannot help but to see inequities in my unit and my school. I am not paid to deconstruct the power structures, but I see the inequities, should I speak out? Would it really change things?
3. I am a non-tenure track female instructor and I work in the department with many other female faculty in this department. However, that’s not the case across the college. We are a strong department, but I want to do more to enhance gender inclusivity and equity at my college. What can I be doing? I am only an instructor and while I feel comfortable in my own department, I don’t want to rock the boat when I approach gender inclusivity and equity at the college.

Guest Navigationalists include:Anna S. CohenMiller, PhD, in the Graduate School of Education at Nazarbayev University and Co-Founding Director of The Consortium of Gender Scholars (Kazakhstan). he has developed interdisciplinary, international initiatives such as The Motherscholar Project (Founding Director), The Consortium of Gender Scholars (Co-Founding Director) and Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy(Co-Founder, Editor-in-Chief).Dr. Kim Case previously served as Professor of Psychology and Women’s and Gender Studies, Chair of the Faculty Mentoring Program, Director of the Teaching-Learning Enhancement Center, and Director of the Applied Social Issues Master’s program at her previous university. Her mixed-methods research examines ally behavior when encountering bias and interventions to increase understanding of intersectionality and systemic privilege, reduce prejudice, and create inclusive spaces within educational and community settings.

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Today, we will discuss the impact of the scholar strike and reliving our trauma; what does it mean when you receive a grateful, secret, supportive email from your white counterparts in secret; and how to address one of the irritating microaggression of all, failure to differentiate. In this episode, we have Dr. Tsedale Melaku, sociologist and author of You Don’t Look like a Lawyer: Black Women and Systemic Gendered Racism, and Robert Reece, Assistant professor/ scholar.The podcast questions include:

1. Hello, my name is Dr. Withers. I participated in the Scholar Strike. Well, I attended several forums that begged me to divulge my soul and now I am tired. How can I continue this push for anti-racism in higher education? How can I effectively do this without being perceived as too pushy and/or letting other people take credit for my efforts?
2. Hello, I am Dr. Lee. Since the George Floyd incident, many of my white counterparts are calling me. Even e-mailing me more than usual. Some seem sympathetic. One even said he was my ally. What is that? Someone had to literally die for me not to be invisible anymore for them. How can I address this with them?
3. Hello, I am Dr. Louis Martinez. A proud Puerto Rican. Let me say, I usually experience microaggressions every day, but one that irks me is when they get me confused with another person of color. Race does not matter. They confused me with our president of our college. And he is a darker African American, 7 feet tall. How can I address these microaggressions with these people?

The Guest Navigationalists include:Dr. Tsedale M. Melaku is a Sociologist, Author, and Postdoctoral Research Fellow with the Institute for Research on the African Diaspora in the Americas & the Caribbean (IRADAC) at The Graduate Center, City University of New York. Her recent book, You Don’t Look Like a Lawyer: Black Women and Systemic Gendered Racism (2019), reflects the emphasis of her scholarly interests in race, gender, class, workplace inequities, systemic racism, intersectionality, organizations and diversity. Dr. Robert L. Reece is currently an assistant professor of sociology at UT-Austin. His research explores the question "what is race," particularly through exploration of themes related to the origins of racialization and racialized social outcomes, the slipperiness of racial categories, and how physical appearance maps on to and intersects with race. My work has been published in various peer reviewed journals and in public outlets such as the Southern Poverty Law Center's magazine Teaching Tolerance and the National Housing Institute's blog Shelterforce.

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Join us with Dr. Leah Hollis, scholar and author of Bully Beyond Tower and Unequal Opportunity FIred Without a Cause ; and former senior EEO Coordinator at the University at Iowa, Wanda Malden; and educator and success coach, Dr. Jacquelina Pena. In this episode, we will explore how to handle an example of a microaggression, how important to bring true authentic self to College Employee party, and how important it is for you - especially you - to do the research for that promotion. The podcast questions include:

1. So my chair said some derogatory remarks against women and ended with “You know women.” Other faculty, including minority faculty and some female faculty laughed. I know it does not seem much but it has been on my mind. So what should I do? A) send this person an e-mail confronting his ugly words, B) blast him on facebook under another profile, C) Just ignore him and stop talking to him; D) None above.
2. Hello, my mentor advised me to start attending faculty picnics and other gatherings. I find it difficult to connect with them because I am the only Hmong instructor in my area. Do I bring my true self to the meeting? Should I hold back? And why am I feeling so hesitate? Any tips? Why should I worry about this? Will it look bad if I don't go? Help please?
3. I am the only female faculty in the Welding area. My goals are to work this job for two years, master it, and move on. I want it all: a promotion and raise. Those are my goals. I already find it intimidating to be the only female here. What are some things I should be thinking about?

Guest Navigationalist include: Dr. Leah Hollis, associate professor at Morgan State University, is a healthy workplace advocate who speaks nationally and internationally on diversity on workplace bullying. Some of her venues have included Oxford University, University of Milan, Cornell University, and the California State system. In the Fall of 2018, she also presented a paper a the University of New-York, Prague, CZ. Her work has helped over 175 colleges and universities through keynote speeches, workshops and webinars. Also, her work has been featured in University Business, Inside Higher Education, and The Chronicle of Higher Education. She has also presented training for HERC, and the American Council on Education (ACE). Feel encouraged to reach her at www.diversitytrainingconsultants.comWanda Malden, former senior EEO Coordinator at the University at Iowa, is on the board of the American Association for Access, Equity, and Diversity - the association of professionals managing affirmative action, equal opportunity, diversity and other human resource programs . She also serves as the chair of the AAED Professional Development Training Institute, which offers offers the Certified Affirmative Action Professional (CAAP) and Senior Certified Affirmative Action Professional credentials (Sr. CAAP). PDTI also offers courses and certificate programs in areas ranging from “Diversity Management” and “Title IX Investigations” to “Latest OFCCP Compliance Developments.”

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Join us with Dr. Michael Benitez, Vice President at the Office of Diversity and Inclusion at Metropolitan State University of Denver, and author, educator, and host of Gender Studies, Dr. Alex Iantaffi. This episode will discuss if allies are counterproductive, mitigating faculty fatigue, and combating types of microaggressions.The Navigational questions include:

1. My name is Michelle. I just started working at a rural college with few non-white faculty. My friends told me that every minority faculty needs an ally. What is she talking about? What if I have no allies? How do I find allies
2. My name is Lisa and I am a lesbian, but I am not vocal about it. But lately, people around me, who do not know I am lesbian, say derogatory things about students who are in the LGBT groups. How do combat such microaggressions against any underrepresented student in my classroom?
3. My name is Michelle. Faculty in department learned quickly that I am not afraid to voice my views. However, my chair recommended that I take a conflict resolution course as a result. Overjoyed, my colleagues say, “Someone finally put a muzzle on her.” Professor WTF.

Guest Navigationalists include:Dr. Alex Iantaffi is the author of "Gender Trauma: healing cultural, social, and historical gendered trauma" and co-author of "How To Understand Your Gender", "Life Isn't Binary", and "Hell Yeah Self-Care! A trauma informed workbook". They are also a scholar who has researched and published extensively on gender, disability, sexuality, and relationship issues.

Alex works as a family therapist, sex therapist, and supervisor at their own clinical group practice, Edges Wellness Center LLC, on Dakota and Anishinaabe territories, currently known as Minneapolis, MN (US). They are passionate about healing justice and writing as a form of personal and collective healing. Alex also hosts the podcast Gender Stories. You can find out more about them at www.alexiantaffi.com or follow them on Twitter and Instagram @xtaffi and @genderstories.Michael Benitez, Ph.D., is a nationally-acclaimed activist-scholar, practitioner, and educator, with extensive experience with diversity issues in higher education. He is known for his down-to-earth, insightful commentary and critical perspectives on social and cultural issues including social justice education, diversity leadership, intersectionality and identity development, race and ethnic relations, knowledge representation and production, student success, and critical pedagogy and praxis.Dr. Benitez is co-editor of the anthology, Crash Course: Reflections on the Film “Crash” for Critical Dialogues About Race, Power and Privilege (2007), and has contributed to Being Latino On-Line Magazine, the American Mosaic Online Database, Culture Centers in Higher Education: Perspectives on Identity, Theory, and Practice (2010), and Rebel Music: Resistance through Hip Hop and Punk (2015). His most recent work on supporting faculty of color can be found in AACU’s Liberal Education (2017) , and his work on creating campus community participatory frameworks for difficult conversations and institutional action, in New Directions in Institutional Research (2017). Benitez has been featured in educational documentaries, such as "Cracking the Codes: The System of Racial Inequity" (2012), and hasappeared on talk shows such as Worlds Apart and Hard Knock Radio.

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Join me and co-host Dr. Carolina Bailey with Dr. Joel Perez, owner of Apoyo Coaching, specializing in coaching professionals of color to navigate predominately white organizations. In this episode, we will discuss to code-switch or not code-code-switch. That is the question for this episode.  The Navigational questions include: 1. Hello, my name is Carla. I just moved to a college in Texas. My mentor told that I need to learn how to take into account my audience better to move up; asking me to "code switch better." That is not fair. I feel people of-color and minority populations have to do so disproportionately more than their white counterparts. Do I really need to code-switch?

1. Hello, my name is Professor Regina. Lately, my supervisor has hinted to me that I should change my appearance for people to take me seriously – undo my long braids and dress more formal! I sometimes wonder if this is genuine advice. It only adds to another one of my complexes. #ignorethem.

2. Hello, I am well aware that code switching take place. It seems like we are always switching. What does self-care look like for something like this? I cannot do this forever.The Guest Navigationalist is:Joel Pérez is owner of Apoyo Coaching and a member of the International Coach Federation (ICF). He specializes in career transitions, career coaching, coaching professionals of color navigating predominantly White organizations, and professionals that want to develop their cultural humility. He has a certification in the MBTI and is a certified coach through the Academy of Creative Coaching. He also currently serves as an adjunct instructor for Brandman University in California in the Educational Doctorate in Organization Leadership. He has over 20 years of experience in higher education, having served most recently as vice president and dean of students at Whittier College. He has previously served as the dean of students at Seattle Pacific University, and in a variety of roles that encompassed residence life, student activities, and student leadership at Pomona College and Chapman University. He also served as the chief diversity officer of George Fox University in Oregon.

Joel is the chair of the board for the Immigration Resource Center of San Gabriel Valley, which provides low-cost immigration legal services, educational events, and connection to local community resources. He also serves on the board of Degrees of Change, which prepares diverse, homegrown leaders to succeed in college.

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Join us with Dr. Melissa A. Martinez, Dr. Juan F. Carrillo, and Dr. Michelle Harris. In this episode, we will discuss how important it is to have a mentor or several mentors and how not to be overworked doing diversity-related projects.The Navigational Questions include:

1. Hello, my name is Dr. Anonymous. I am new to the college. I moved from the east coast to this west coast college. I am the only faculty color in my department. What are some things I should think about? I really want to be successful. Do I really need a mentor? Do I really need an ally?
2. Hello, My name is Dr. Lisa. I love working for my students. I cannot wait to serve on diversity-related committees or projects. I am so excited. I mean I was excited. Other colleagues of color told me I would be exhausted by the end of the semester and that my work would not be respected or recognized. Is that true? Any tips? Signed - -overworked faculty already.

Guest Navigationals include:Dr. Melissa A. Martinez is an Associate Professor in the Education and Community Leadership Master's and the Ph.D. in School Improvement Programs at Texas State University. Her research focuses on equity and access issues along the P-16/20 education pipeline. Through her research and teaching, Dr. Martinez is committed to preparing future educational leaders who are thoughtful, critical, and reflective in their practice and adhere to the tenets of social justice. She is presently co-writing Latinas leading schools. Juan F. Carrillo is an Associate Professor at the Mary Lou Fulton Teachers College and a recipient of the 2020 American Educational Research Association's Division G Early Career Award (Social Context of Education). Carrillo's interdisciplinary research draws from critical frameworks and qualitative methodologies such as narrative inquiry, autoethnography, and testimonios.His work looks at the role of agency in historically marginalized communities, with a particular focus on Latinx students. Carrillo's research has been funded by the National Academy of Education/Spencer Foundation and his publications include the book, "Barrio Nerds: Latino Males, Schooling, and the Beautiful Struggle" and various articles in journals such as The High School Journal, Harvard Educational Review, and Educational Policy.Dr. Michelle Harris is a Professor of Africana Studies at the University at Albany, State University of New York. Her specialty areas includes Social Psychology, Social Determinants of Health, American Immigration. She researches the following areas: Immigrant Mental Health, Social Determinants of Health, Perceived Discrimination, Indigenous Identity, Global Indigeneity. Her published work includes "Developing a Black Feminist Analysis for Mental Health Practice: From Theory to Praxis"; "Trauman, Shared Recognition, and Indigenous resistance on Social Media";and Stories From the Front of the Room: How Higher Education Faculty of Color Overcome Challenges and Thrive in the Academy.