This section summarizes a class-led discussion of a selected reading that explores a key content area related to the student's chosen aspect of diversity, as well as its broader relevance to the course themes.
8.1 Discussion Leadership Reading
Memo of Relevance: Article Critique and Review
Name of reviewer:
Lyndon Batiste
Article’s bibliographic information:
Williams, Simone. (2024). Get Out: Academic Libraries as the Sunken Place. The Library Quarterly: Information, Community, Policy, 94(4), 345–365. https://doi.org/10.1086/731844
Keywords:
Critical race theory, academic libraries, Whiteness, BIPOC staff, interest convergence, differential racialization, equity, performative diversity
Purpose of the article:
To explore how academic libraries serve as metaphorical “Sunken Places” for BIPOC employees by applying critical race theory principles—particularly interest convergence and differential racialization—to illustrate how seemingly inclusive institutions often perpetuate harmful systems of Whiteness.
Theoretical/Practice-Based frameworks:
The article is grounded in Critical Race Theory (CRT), focusing on the concepts of interest convergence and differential racialization as analytical tools to assess systemic racism and Whiteness in academic libraries.
Research approaches/methods/methodological frameworks:
Phenomenological approach using an exploratory qualitative survey of 32 BIPOC academic library staff members. Data was analyzed using Colaizzi’s descriptive phenomenological method, identifying themes from first-person narratives.
Strengths (significance) of the article:
· Centers the lived experiences of BIPOC library staff in academic environments.
· Fills a literature gap by applying CRT to LIS contexts.
· Provides tangible, nuanced examples of how DEI initiatives can be both performative and harmful.
· Makes powerful metaphorical connections to popular culture (film Get Out) to enhance accessibility and impact.
Weaknesses (limitations) of the article:
· Small sample size (22 full responses).
· Lack of representation from Latinx and Indigenous populations.
· Self-selection bias and survey limitations in depth and breadth.
· CRT terminology may be unfamiliar to some participants, limiting interpretation.
Identify ONE key takeaway in terms of INFORMATION ACTIONS for your DIVERSE POPULATION.
Libraries must move beyond performative DEIA work and commit to structural change that values BIPOC voices outside moments of institutional crisis—this includes investing in BIPOC staff development, resisting tokenism, and dismantling White-centric norms in workplace culture.
From the reading, write down at least ONE outcome(s), small incremental step(s), valuable tools and strategies you might suggest for your colleagues to take back to be implemented within their libraries, archives, museums, or other work system.
· Conduct anonymous climate surveys among BIPOC staff to assess institutional culture and DEIA impact.
· Audit DEI initiatives to ensure they are ongoing, not reactionary.
· Develop formal channels for BIPOC staff to shape policy without being overburdened.
· Provide training on interest convergence and differential racialization for all staff to build shared awareness.
Important references in relation to student’s areas of interest (course project):
· Kendrick, K.D. (2018). Deauthentication.
· Hudson, D.J. (2020). The Displays.
· Chiu, Ettarh, and Ferretti (2021). On neutrality and vocational awe.
· Brown, Cline, and Méndez-Brady (2021). Whiteness and labor hierarchies in LIS.
· Milner (2008). Interest convergence in education policy.
Ideas and relationship of article to student’s areas of interest (course project):
This article directly informs Emory Libraries User Services by offering a critical lens to analyze the performativity of DEI initiatives, assess community engagement through anti-racist practices, and develop inclusive customer service philosophies rooted in distributive justice. It also reinforces the need to address structural inequities, not just service-level solutions.
8.2 ePortfolio Demonstration and Insights
One of the key insights I gained through the development of my Diversity & Inclusion (D&I) project is that User Services within academic libraries present numerous opportunities to positively impact underserved populations. However, identifying who these underserved populations are within the context of an academic library—particularly at an R1 institution—proved to be a complex challenge. I came to understand that this work requires a broader and more nuanced perspective on what service to underserved communities can look like in such a setting.
This project led me to focus more intentionally on the diversity of the student body at the University. For instance, Emory College received over 34,600 applications for the Class of 2028. Among the incoming first-year students, 19% self-identify as first-generation college students; 12.1% identify as Black or African American; 12.1% as Hispanic; 26.5% as Asian; nearly 2% as Native American; and 16.9% are international students. These demographics highlight clear opportunities for libraries and other public-facing units to reimagine how we provide services that reflect and support the needs of this diverse community.
I truly enjoyed this course and the process of working on my D&I project. It allowed me to reconceptualize the role of User Services and helped me identify new, dynamic opportunities to support our diverse student populations in ways I had not previously considered.
Source
Emory University. (n.d.). Our students. Diversity, Equity, and Inclusion. Retrieved April 29, 2025, from https://diversity.college.emory.edu/students.html