ABSTRACT
In this interview-style chapter, the authors describe how caregiving informs their experiences as early-career Womxn of Color faculty and how their roles as faculty influence their responsibilities as caregivers. The authors discuss a variety of caregiving relationships (e.g., for children and for parents), revealing how caregiving often intersects with gender, race, and social class. The authors examine how being primary caregivers and pre-tenure faculty situate them in a liminal space that is simultaneously challenging (as institutions of higher education were not built with these multiple identities in mind) and powerful (as they seek to transform the academy to be more intentionally inclusive). Finally, the authors contend that there is transformative potential in leaning into the both/and liminality of caregiver/faculty positionality.
