Perez-Felkner, LaraGast, Melanie JonesOvink, Sarah2023-01-272023-01-272022-111521-0960http://hdl.handle.net/10919/113545We outline our evolution as Latina, Asian, and White women sociologists using a social justice lens while studying transitions to college among youth of color. During our graduate training and early academic careers, we felt pushed to center “mainstream” theories, which often failed to account for the power struggles and intersectional oppression our reading and empirical investigations uncovered. Guidance from mentors, peer reviewers, and senior scholars in our fields often left us feeling our ideas were invalid and marginalized. We detail our shared experiences in developing our critical lenses, and we present practical advice for early-career scholars navigating academic pressures while seeking to advance their academic writing for social justice. Our narratives represent a call to action for academics to center critical approaches that push our students and ourselves to speak truth to power.Pages 162-169application/pdfenIn CopyrightTransition to collegeHigher educationSocial justiceArticle - Refereed2023-01-27https://doi.org/10.1080/15210960.2022.21274002431532-7892