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Dominican use of the Spanish term indio to describe skin color and Black-white1 mixture has sparked debates in academic and social spheres for decades. Despite vehement (inter)national opposition, 'indio' has flourished as a perceivable and linguistically intelligible category of meaning in the Dominican Republic (DR). Although research on the Dominican racial setting has frequently engaged the term, existing studies do not elaborate indio's multiple and evolving meanings. This article uses a broad range of data to trace indio's complex and often contradictory journey to becoming an integral part of Dominican identities and considers whether, in light of a 2011 government pronouncement, the term is also poised for a process of un-becoming. The discussion analyzes what indio means in the DR, and the examination of Dominican alignment with the term reveals a great deal about race and identity in the country. [ABSTRACT FROM AUTHOR]

Although the percentage of Black faculty members has grown over the past decade, Black professors remain a conspicuous minority population within the academy. While existing literature documents differences between faculty members of different races and of different genders, there are few studies contrasting the experiences of Black male and female professors. Such an intersectional analysis allows us to examine how racial and gendered experiences inflect intellectual representation. Through the collaborative autoethnographic method, this article analyzes data collected by the authors during the summer following their first year as tenure-track professors at predominantly White institutions. The analysis underscores four primary themes: trailblazing, conspicuousness, positioning, and 'paying it forward'. We include suggestions for institutional policy and practice. [ABSTRACT FROM AUTHOR]

Although research on 'language brokering' has grown steadily over the past two decades, the specific characteristics and challenges of this type of interpretation work have yet to be fully explored. The present analysis examines the specific practices involved when bilingual youth interpret in religious services. Although underexplored in the language brokering scholarship, religious services present a novel and revelatory context for the examination of non-professional interpretation practices. Framed through a discourse analytic lens, the analysis explores how two youths demonstrate problem-solving skills and linguistic expertise in the interpretation process. I argue that the problem-solving activity in which the youth are participating is multifaceted and collaborative, and that the youth themselves must necessarily exercise great skill to solve each problem. I then position this analysis within the broader scholarship on language brokering and demonstrate how these practices expand our knowledge regarding the linguistic abilities of bilingual youth. [ABSTRACT FROM AUTHOR]