I have had some success with academic writing. Yet, even after publishing in journals like the Teachers College Record, I still find myself running into moments of doubt about my voice, the purpose of my writing, and how to make my work have the impact it deserves. I offer this commentary to you – the academic writer (at any career stage) – and myself to reveal some of my vulnerable, innermost reflections about writing. In doing so I hope to demystify academic writing, or at least normalize the journey required for some (like me) to gain confidence in its praxis.
BurtB. A.McCallumC. M.WallaceJ. D.RobersonJ.BonannoA.BoermanE. (2021). Moving toward stronger advising practices: How Black males’ experiences at HPWIs advance a more caring and wholeness-promoting framework for graduate advising. Teachers College Record, 123(10), 31–58. https://doi.org/10.1177/01614681211059018
3.
BurtB. A.RobersonJ.JohnsonJ.BonannoA. (2020). Black men in engineering graduate programs: A theoretical model of the motivation to persist. Teachers College Record, 122(11), 1–58. https://doi.org/10.1177/016146812012201109
4.
BurtB. A.StoneB. D.Jr.HemmingsY.KlebaJ.GlascoD.WashingtonB. (2023). How a principal investigator supervises a student research group: An autoethnographic longitudinal examination. Teachers College Record, 125(3), 3–34. https://doi.org/10.1177/01614681231161234
