The Power of Names in Identity and Oppression: Narratives for Equity in Higher Education and Student Affairs

Cover
Endorsement Page
Half Title
Title Page
Copyright Page
Dedication
Table of Contents
Preface
List of Contributors
Acknowledgments
Chapter 1: Centering Stories of Our Names and Systems of Oppression
	From Where We Enter
	Intersectionality
	Book Organization
	References
Part I: Explorations of Names in Teaching
	Chapter 2: Name Stories as Narrative Strategies for Asian American Advocacy in an AANAPISI Context
		AANAPISI Institutional Context
		Asian American Studies Program Context
		Name Stories in Asian American Studies Pedagogy
		Multidimensional Frames of Student Identity
		Co-Author Narratives
			Name Story 1—Kim Soun Ty (ទីគីមសួន)
			Name Story 2—Lâm Sơn Ca
			Name Story 3—Peter Nien-chu Kiang (江念祖)
			Name Story 4—Shirley Suet-ling Tang (鄧雪齡)
		Language as a Specific Dimension of Intersectional Identity and Inequality
			Names and Representations of the Asian Enemy
			Name Story Marking and Making of History and Geopolitics in the Everyday
			Citizenship as Loss and Gain by Heng Bun Chheub
		Lessons Learned: Name Story Pedagogical and Curricular Commitments
			Program Building and Campus Impact
			Beyond the Campus
		Memo #2: The Meaning of Names
		References
	Chapter 3: How Names, Titles, and Pronouns Can Promote Equity and Inclusion in Higher Education: The Power of Cabbagestalks, Professor Dragon Flames, and Ze
		The Student Perspective
			Student Narratives: Names and Identities
				Herman
				Lala
				Riley 8
				Naftali
		Intersectionality and Names
		The Faculty Perspective
		Faculty Narratives: Titles and Identities
		Intersectionality and Titles
		Lessons Learned
		Concrete Actions
			Action 1: Using Preferred Names and Pronunciations
			Action 2: Addressing What Students Call Me
			Action 3: Asking for (and Giving) Pronouns
		Conclusion
		Notes
		References
	Chapter 4: Reclaiming My Name: Chronicles of a Peruvian Immigrant
		My Story
		Choosing to Reclaim My Name
		My Professional and Academic Journey
		Structural Intersectionality Reflected in My Story
		Shifts from Undocumented to Documented
		The Future and My Responsibilities
		References
	Chapter 5: From Acts of Erasure to New Beginnings: Name Narratives as a Pedagogical Tool for Praxis
		Context: Student Development Theory and Name Narratives
		Narratives
			Nichole Margarita Garcia, PhD
			Timothy Black
		Vanessa Danek
		Byron Harris
		Deja Jordan
		Brian Pirapakaran
		Maria Angélica Rivero
		Student Development, Name Narratives, and Intersectionality
		Lessons Learned
		References
Part II: Examining Names for Student Affairs Practice
	Chapter 6: The Unspoken Truth: Exploring the Racist Narrative that “Black-Sounding” Names Are Ghetto
		Narrative 1: The Story of My Name
		Narrative 2: Roll Call
		Narrative 3: Things I Wish For
		Narrative 4: Things I Do Not Want to Hear About My Name
		Narrative 5: A Name Poem
		Analysis of Narratives
		Lessons Learned
			Dialogue
			Participatory Research
			Self-Reflection
		Diversity and Inclusion in Higher Education: A Letter to My Practitioner Colleagues
		References
	Chapter 7: My Name as a Weapon
		Etymology of Bobbi
		Theoretical Frameworks
		Vignette 1: Black Eyes, Blue Tears 4
			Reflection
			Analysis
		Vignette 2: Would It Help if My Name Was Not Roberta?
			Reflection
		Analysis
		Vignette 3: In Your Eyes
		Reflection
		Analysis
		Conclusion: “We are powerful because we have survived.”—Audre Lorde
		Notes
		References
	Chapter 8: Naming My Body: A Hidden Ism
		The Size of Self
		The Weight of Women
		Embracing Big
		Implications for Practice
		Reference
	Chapter 9: Cultural Hegemony and Its Impact on People of Color in Higher Education in the United States
		Oppression in the Classroom
		Oppression in the Workplace
		Oppressed by Individuals in Positions of Power
		Oppressive Systems Perpetuated by Me
		Analysis
		Lessons Learned
		References
	Chapter 10: My Name, My Scarlet Letter
		My Narrative
			Childhood
			Growing Up
			My College Experience
			Choosing My Name
			Wearing My Name
			On Coming to Terms with My Name
		An Analysis
		Lessons Learned
		Conclusion
		References
Part III: Engaging Research to Explore Names
	Chapter 11: Voicing Names, Naming Voices: (Re)Clamation by Southeast Asian American Women in Higher Education
		Names and Intersectionality
		Collaborative Autoethnography and Critical Reflection as Methodology
			Say My Name to Honor All That I Have Lost and Seek to Gain: Varaxy Yi
			Before Latana, After Jennifer: Latana Jennifer Thaviseth
			A Name Gifted, A Name Chosen: Vanessa Sovanika Na
		Interwoven Connections
		A Collective Reclamation
		Lessons Learned and Carried
		References
	Chapter 12: Gender Non-Conformance and the Experience of Names: “My Name Is Kim”
		Introduction
			Narrative One: Mistaken Identity
			Narrative Two: “Meeting” Expectations
		Analysis
		Lessons Learned
		References
	Chapter 13: Engaging Name Stories and the Trauma-Resilience-Critical Consciousness Model within Curriculum
		Our Story and Reflections
		The Trauma-Resilience-Critical Consciousness Model
			Otherness
			Resilience
			Critical Consciousness
			Trauma-Resilience-Critical Consciousness Model Described
		Discussion Questions
			General Questions
			Questions for Researchers
			Questions for Practitioners
		Furthering Exploration of Names Narratives and Naming Practices
			Photo Chart
			Roll Call
			Self-Reflection Activity
			Activity Outline
		Concluding Thoughts
		References
Index