This book is appropriate for technical and professional communication (TPC) teachers, scholars, and practitioners who wish to enact social justice in their work. Although our field has welcomed and cultivated the social justice turn enthusiastically for the last few decades, the editors acknowledge that “there is a dearth of praxis-based resources.” To address this need, this book offers “action-focused resources and tools,” which are intended to support members of the profession “in conducting research or pursuing both local and international projects in socially just ways.” To meet the needs of TPC scholars, practitioners, and teachers, the editors organized this book into four sections, consisting of three chapters each. Each chapter presents one social justice tool and a case to illustrate the effective use of that tool. Besides, each chapter presents tips, cautions, limitations, and future directions to inform the use of the resource. This book is extremely helpful because it inspires us to come up with more praxis-based resources, prioritize and learn from marginalized populations, and focus on embodied experiences and knowledges in our TPC practice, research, and pedagogy. Throughout the book, the authors remind us to be mindful of our own positionality, privilege, and power while doing TPC research, practice, and teaching and to empower the disempowered. This book can be an invaluable addition to courses in TPC research methods, field methods, Indigenous rhetorics, or pedagogy.

<bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">About the case:</b> First-generation Latinx students in technical and professional communication (TPC) and other graduate programs represent a growing percentage of students, yet stories of their experiences within higher education remain muted. We analyzed 10 Latinx <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">testimonios</i> (culturally situated narratives) wherein they voice their experiences as first-generation students in US graduate programs. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Testimonialistas</i> expressed how they navigate the complexities of being first-generation students and described how they persist and enact social justice. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Situating the case:</b> TPC programs may examine the relationship between social injustices and student retention and recruitment efforts, yet there is a dearth of literature regarding specific obstacles that Latinx students face. We examined how they build success through coalitional action and culturally informed tactical decision-making. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Methods:</b> We recruited participants who self-identified as first-generation Latinx students in TPC and other graduate programs. We conducted and recorded semistructured interview sessions based in <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">testimonio</i> and intersectional feminist methodologies. We used qualitative data coding and MAXQDA coding software to assemble and map social justice themes at work across the <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">testimonios</i> . <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Results:</b> Analysis suggests that first-generation Latinx graduate students draw on complex informal and formal networks to aid their success, desire more effective culturally responsive mentorship, and develop tactical decision-making skills to circumvent oppressive behaviors. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Conclusions:</b> We suggest that directors, mentors, administrators, faculty, and Latinx students begin with a social justice framework to better listen to, understand, and address first-generation Latinx college experiences and build cohort-based support mechanisms into programmatic objectives and professional development sessions.