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Previous research suggested that within high schools first- or second-generation African immigrants endure systemic racism in the form of zero tolerance discipline policies, academic tracking, and hegemonic curricula. Subsequently, these same experiences are even more pronounced in college environments where antiblackness is ubiquitous. This qualitative single composite narrative inquiry applied antiblackness and pedagogical love in concert to examine the epistemological perspectives of five self-identifying male collegians of African descent who benefitted from interacting with Black professors who prepared participants to navigate White professor performances of antiblackness in academic, social and organization spaces while attending college. Findings indicated that responsive pedagogical love facilitated the development of two distinct cultural love literacy practices – trauma acknowledgement and trauma resistance – each enacted as responsive strategies to combat hegemonic conditions. [ABSTRACT FROM AUTHOR]

In a collaborative autoethnographic process, we, three foreign-born female professors from the Republic of Trinidad and Tobago, Kenya, and Korea explore how our personal status as immigrant women of color and social–institutional factors in US higher education affect our experiences in the academy. Based on experiences as graduate students and later as faculty and leaders, we trace the development of three empowering and transforming navigational strategies we utilized to survive and thrive at a US institution – exploiting multifocal lenses, reconfiguring identities, and engaging tempered radicalism. We discuss how the cultivation of a unique standpoint as outsiders/within can be a valuable resource for foreign-born women of color to advance active research agendas and to leverage their position in the academy. [ABSTRACT FROM PUBLISHER]