cfp Edited Volume on the Intersectionality of Marginality for First-Generation College Students

We invite submissions for an edited volume aimed at first-generation students, faculty, student support services, and college/university administrators. Although many studies examine the academic experiences and challenges of first-generation college students, few analyze the complex, fragmented, competing, and often overlapping intersectionality of multiple identities: class, income, LGBTQ culture, race, ethnicity, disability, geographical location (rural and urban), citizenship status, and other aspects of human experience such as mental health and spirituality. Some identities are marginalized in different ways than others, or at different times. Some identities are invisible, whereas others are visually apparent to others. Our volume seeks to fill this gap in our understanding of the intersectionality of identities in first-generation student research.

The volume includes different sections with content geared toward undergraduate and graduate student readers, faculty, and staff. We are seeking two forms of submissions:

-      Personal narratives

-      Quantitative or qualitative research

Whether you submit a narrative or research essay, we seek perspectives from faculty, students, staff, and administrators who can offer insight from their own intersectionality of identities as a first-generation college student and as a member of at least one another marginalized group. We encourage scholars who are historically underrepresented, including but not limited to Hispanic, Black, Native Americans, LGBTQ, scholars with disabilities, and other marginalized groups to submit personal narratives and research.

General Guidelines for Narrative Submissions

Your submissions can be narratives from your own college experience as you negotiated multiple identities and perspectives as a first-generation college student. You might also focus on your experience as a first-generation faculty member, staff, or administrator.

General Guidelines for Research Submissions

We also seek research that examines student feedback about undergraduate or graduate programs that address multiple identities of first-generation college students. Data may be qualitative or quantitative. We are open to research from all disciplines.

Possible subtopics for research or narratives include – but are not limited – to the following intersectionalities of first-generation college students and:

-      race/ethnicity, class, income, and family

-      LGBTQ identity

-      disability, mental health, and chronic illness

-      spirituality/religious faith

-      immigration status and citizenship

-      geographical location (rural and urban)

-      the non-traditional student

-      insight for developing successful first-generation programs that address multiple identities

-      adjustment to campus life and college expectations: insight from current students about having a successful college experience/challenges

-      bridging the education gap in higher education

Narrative and research essays should be written for a general readership. This project would especially suit researchers who are on the tail end of a project, as we are requesting completed manuscripts by Friday July 14, 2017.

Potential contributors should send a biographical sketch (100-150 words) that explains how the intersectionality of marginality pertains to first-generation college students. For example, you might discuss your own identity in your narrative essay, or the intersecting marginalities of your research subjects. In addition to the bio sketch, please send an extended abstract (1,000-2,000 words). For research papers, your abstract should identify your study’s central research question(s), research method(s) and theories used, and findings or projected findings. Abstracts are due by Friday, February 10, 2017 to BOTH editors.

Manuscripts should be APA Style (6th edition) in in-text citation and reference list. Manuscripts should be no more than 20 pages, excluding reference list and footnotes.

Please send abstracts and questions and inquiries to BOTH editors: Dr. Vickie L. Harvey, Professor in Communication Studies, California State University, Stanislaus at vharvey@csustan.edu and Dr. Teresa Housel, Lecturer in the School of Journalism, Communication and Marketing, Massey University of New Zealand, at Teresa.housel@gmail.com.