Harvard Educational Review
  1. Spring 2023 Issue »

    The Feminist Teacher’s Dilemma

    Faculty Labor and the Culture of Sexual Violence in Higher Education

    Stephanie R. Larson
    While activists and scholars have interrogated the problem of campus sexual assault, studies have yet to understand its effects on faculty labor. In this analytical essay, Stephanie R. Larson expands studies of campus sexual violence by addressing how ineffective reporting procedures and inadequate mechanisms of response have consequences for minoritized faculty that are not acknowledged by their institutions. Drawing on interview data with twenty humanities faculty members across a range of disciplines, ranks, and types of institutions, she analyzes how the invisible labor around reporting and responding to sexual violence creates a hostile work environment and ultimately exacerbates inequalities in higher education, illustrating how individuals who identify as women, people of color, and/or queer are especially subject to this additional labor. The essay concludes with implications for curriculum, policy, and advocacy.

    Click here to access this article.
    Stephanie R. Larson (https://orcid.org/ 0000-0002-9379-5767), an assistant professor of English at Carnegie Mellon University, studies sexual violence in public, political, and institutional contexts. Her writing has appeared in Quarterly Journal of Speech, Rhetoric Society Quarterly, Hypatia: A Journal of Feminist Philosophy, Rhetoric Review, and Rhetoric of Health & Medicine, among other scholarly volumes, and is forthcoming from Women’s Studies in Communication. Larson is also the author of What It Feels Like: Visceral Rhetoric and the Politics of Rape Culture (Penn State University Press, 2021). She is currently working on a second book project, titled “Lessons from a Rape Culture: Sexual Violence, Precarity, and Higher Education.”
  2. Spring 2023 Issue


    The Feminist Teacher’s Dilemma
    Faculty Labor and the Culture of Sexual Violence in Higher Education
    Stephanie R. Larson
    Global Flows and Critical Cosmopolitanism
    A Longitudinal Case Study
    Catherine Compton-Lilly and Margaret R. Hawkins
    Public Goods, Private Goods, and School Preferences
    Leslie K. Finger and David M. Houston
    Norms of Convivencia as Practices of Abjection
    Saving the Nation by Saving the Muslim Girl
    Belén Hernando-Lloréns
    Distracting, Erasing, and Othering
    A Critical Analysis of the Teachers Pay Teachers’ Teach for Justice Collection
    Katy Swalwell, Noreen Naseem Rodríguez, Amy Updegraff, and Leslie Ann Winters

    Book Notes

    Cancel Wars
    Sigal R. Ben-Porath

    Algorithms of Education
    Kalervo N. Gulson, Sam Sellar, and P. Taylor Webb

    Right Where We Belong
    Sarah Dryden-Peterson