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From First to First: Black, Indigenous, and People of Color First-Generation Faculty and Administrator Narratives of Intersectional Marginality and Mattering as Communal Praxis
While the education of first-generation students (FGS) has garnered the attention of scholars, educators, and policy makers, there is limited dialogue on how first-generation faculty and administrators (FGF/A)—that is, first-generation students who went on to become faculty and/or administrators—experience higher education and are engaged in enhancing equity, inclusion, and justice. Intersectional approaches, which illuminate the nexus of race, gender, and class in education, are necessary fordoi:10.3390/educsci11120773 fatcat:s3ysijycdregfg6iy7nzj5yw7y