A STATE OF PERMANENT TRANSITION

Strategies for WPA Survival in the Ever-Present Marginal Space of HBCUs

Karen Keaton Jackson

Full-time faculty member. Part-time administrator. Fundraiser. Fund seeker. Conference-proposal organizer. Advisor. Mentor. Hustler. Semistalker (I'll explain). Othermother. Big Sister. Auntie. Godmother. Data gatherer. Survey creator. Advocate. Report writer. Assessment coordinator. Tutor trainer. Faculty resource. Cheerleader. Manager. Leader.

I can recall early in my career being pointed to the Portland Resolution, that wonderful document from 1992 that spells out the acceptable work conditions and roles we all should expect as WPAs at our institutions. When I was hired at my institution as a tenure-track assistant professor over ten years ago, I had no idea that just a few short months later, I would be asked to revitalize the then-writing center and oversee the first-year writing program. But, I did not fear, for I armed myself with "The Portland Resolution" (1992), feeling confident my department chair would see these guidelines and ensure my responsibilities were delegated accordingly.

I was so naïve.

Ten years later, I chuckle at the wonderful descriptions of what should have been in place when I accepted the dual, really triple, role of directing the writing center, which included designing and implementing a campus-wide writing-intensive program and directing first-year composition, all in the second year of my tenure-track journey. (It wasn't until after I received tenure that I was relieved of first-year writing.) In truth, none of those guidelines from the Portland Resolution were fulfilled for me: "clear job descriptions or role statements ... clearly defined administrative structure ... informed guidelines for assessing the work of a WPA fairly ... access to those individuals and units that influence their programs ... the power to request, receive,and allocate funds sufficient for the funding of the program" ("The Portland Resolution" 1992, 88–91; my emphasis). As a junior faculty member and lone compositionist, I struggled with saying no, for I didn't want to be seen as uncollegial or unwilling to do the work given to me. Many junior faculty members often confront this very issue, as even Liliana M. Naydan discusses in chapter 20 of this edited collection. In her chapter, she points out that "many WPAs engage in administration prior to or sometimes at the expense of attaining tenure and the greater job security that accompanies it" (284–85). So, I knew I had to work smarter, not harder, and find ways to make this new arrangement work. And in terms of the writing program itself, I had to figure out how to be a visionary in creating this new presence on campus while simultaneously managing the day-to-day operations of the program and the new Writing Studio (formerly writing center).

The editors of this collection asked for submissions from colleagues moving into or out of various roles within the academy, implying that one role is left behind when a new one is added. The purpose is for WPAs to engage in dialogue about the experience of moving from one role to the next, thus ensuring an increased chance of success. But, what about those colleagues, such as myself, who essentially live in a state of transition, constantly moving between the aforementioned roles consistently, simultaneously, and permanently? Colleagues at large research institutions often have the luxury of focusing on one, at most two, formal job roles at a time with ample resources to support each one. However, for those of us at smaller institutions, especially historically black universities (HBCUs) such as mine that are teaching centered and have fewer funding options, wearing multiple hats becomes the norm. This phenomenon causes us to have questions such as what current leadership research exists that can be applicable to WPAs in this position? What is both gained and lost by existing in a marginal leadership space on a consistent basis? What are some best practices and effective strategies used by WPAs in this position to ensure success?

To help frame this discussion, I cite John Kotter's 2001 article "What Leaders Really Do" to help define our ideas of leadership. What his article essentially shows is that occupying these multiple roles forces individuals to be both managers and leaders, which at its core is problematic as the two roles often are in opposition. In this article, I also draw from the works of Donna Strickland (2011) and Tony Scott (2009) to critically deconstruct notions of managers and leaders to work toward a new philosophy that helps WPAs more successfully navigate between...