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This chapter explores the concept of identity-conscious advising and coaching to support the development of First-Generation Black Male College Students during their undergraduate experience. Advising and coaching represent foundational practices colleges and universities use to support student success. Much like other aspects of education, institutions implement advising and coaching practices without consideration for how the identity of the student or the professional delivering the service influences student outcomes. First-Generation Black Male College Students' interactions within the college context are often framed by their visible, racial, and gender identities as opposed to their first-generation experience. First-Generation Black Male College Students experience microaggressions, discrimination, deficit perspectives, or negative stereotypes. By exploring an identity-conscious approach to relevant advising theories and coaching approaches, the chapter highlights the importance of building trusting, affirming relationships that lean into the lived experiences of First-Generation Black Male College Students without subjecting them to false, harmful stereotypes. This approach requires self-awareness on the part of educators and an understanding of the racialized dynamics that are inherent in the experience. Without addressing anti-Blackness, the impact of advising and coaching on First-Generation Black Male College Students is likely to have diminished or limited effects for this vital student population.

American Community colleges are vital to the country's economic mobility and are leaders in developing and facilitating career, technical, and workforce education. This study explored employer perspectives on employees' common and specialized skills across industries in the United States.

Employers were profiled for one year using a case study and content analysis method. They submitted performance records for at least three employees who graduated from community college career, technical, or workforce programs.

Data revealed that overall, employees were successful at work, but employers focused on employability skills across disciplines (common skills); specialized skills employers focused on were associated with business operations and processes and seemed to be something other than industry-specific technical knowledge.

This article and the research it refers to constitute original work that has not been reproduced or published. The value of this article is premised on new longitudinal data, which could be used to improve and progress institutional CTE and WD programs.

First-generation college students in the United States are a unique demographic that is often characterized by the institutions that serve them with a risk-laden and deficit-based model. However, our analysis of the transcripts of open-ended, semi-structured interviews with 22 “first-gen” respondents suggests they are actively deft, agentic, self-determining parties to processes of identity construction that are both externally imposed and potentially stigmatizing, as well as exemplars of survivance and determination. We deploy a grounded theory approach to an open-coding process, modeled after the extended case method, while viewing our data through a novel synthesis of the dual theoretical lenses of structural and radical/structural symbolic interactionism and intersectional/standpoint feminist traditions, in order to reveal the complex, unfolding, active strategies students used to make sense of their obstacles, successes, co-created identities, and distinctive institutional encounters. We find that contrary to the dictates of prevailing paradigms, identity-building among first-gens is an incremental and bidirectional process through which students actively perceive and engage existing power structures to persist and even thrive amid incredibly trying, challenging, distressing, and even traumatic circumstances. Our findings suggest that successful institutional interventional strategies designed to serve this functionally unique student population (and particularly those tailored to the COVID-moment) would do well to listen deeply to their voices, consider the secondary consequences of “protectionary” policies as potentially more harmful than helpful, and fundamentally, to reexamine the presumption that such students present just institutional risk and vulnerability, but also present a valuable addition to university environments, due to the unique perspective and broader scale of vision their experiences afford them.

This chapter examines the University of Connecticut (UConn) Neag School of Education's efforts to improve the recruitment of students of colour through an Early College Experience (ECE) Programme. During the pandemic, the School of Education and the ECE Programme collaborated to train and certify high school teachers to instruct the UConn's lower level undergraduate courses. The programme exposed many students of colour to teaching as a career.

A Legacy Community is a living and learning community supported by broader institutional departments (e.g., student affairs, academic affairs, foundation, and alumni affairs) that dedicate resources, opportunities, and supports intended to: (a) undo legacies of educational disparities that Black/African American males have historically witnessed and (b) build capacity for students engaged in these communities (i.e., Black/African American males) to create and leave positive legacies on their terms. In this qualitative study of Black and African American undergraduate male living and learning community (LLC) participants at a primarily white institution (Legacy House), we investigate the LLC program elements that impact participants' educational and social experiences, and foster pathways for student legacy building. Legacy house participants describe brotherhood, sense of belonging, and leaving a legacy as elements that enable positive student academic and social outcomes, campus involvement, and career readiness.

This paper aims to present demographic characteristics and postgraduate employment trends of business doctoral graduates, especially the proportion that are underrepresented minorities (URMs) over time.

The authors analyze the near census of individuals receiving doctoral degrees in a wide range of business disciplines from US-accredited universities from 1973 to 2018 (n = 50,091) contained with the National Science Foundation Survey of Earned Doctorates. The authors analyze how the proportion of URM graduates, by discipline, has changed over time both in terms of receiving a doctoral degree and entering an academic position.

The proportion of URM graduates fluctuated between approximately 5% and 15% annually, steadily increasing across decades. Overall, 64.4% of all graduates entered an academic position, with notably higher rates among whites (72.1%) compared to Blacks (51.8%), Hispanics (60.4%) and other URMs (56.4%) (p < 0.001). In adjusted models, the proportion of URMs that entered academic positions significantly increased overtime, beginning in the 1990s and peaked in the 2000s. Although the few institutions that graduated the highest number of URMs do not currently have an Association to Advance Collegiate Schools of Business-accredited business school, the authors identify several exemplar institutions where URM graduates entered academic jobs at the highest rates.

The authors provide demographic trends that shed light on ways to influence an increase in URM doctoral graduates from business disciplines into academic careers. This discussion is of interest to university administrators and other stakeholders interested in diversity issues in higher education.

This chapter will highlight the process of engaging Black college men in leadership learning by centering their intersecting identities. We employed liberatory pedagogy through an anti-deficit achievement framework for course design and delivery. The chapter addresses the importance and implications of understanding how engaging with same-race and same-gendered peers in formal leadership curricula can support Black men in continuing to develop their leadership identity, capacity, and efficacy. This chapter will end with key course outcomes, pedagogical methods to center identity and build leadership capacity, and key takeaways for leadership educators developing courses that engage Black college men. This chapter concludes with recommendations for research, policy, and practice and offers reflection questions for educators, advisors, and mentors to consider when designing curricula that center on Black men and their leadership learning.

Education researchers have been urged to utilize causal inference methods to estimate the policy effect more rigorously. While randomized controlled trials (RCTs) are the gold standard for assessing causality, RCTs are infeasible in some educational settings, particularly when ethical concerns or high cost are involved. Quasi-experimental research designs are the best alternative approach to study educational topics not amenable to RCTs, as they mimic experimental conditions and use statistical techniques to reduce bias from variables omitted in the empirical models. In this chapter, we introduce and discuss the core concepts, applicability, and limitations of three quasi-experimental methods in higher education research (i.e., difference-in-differences, instrumental variables, and regression discontinuity). By introducing each of these techniques, we aim to expand the higher education researcher's toolbox and encourage the use of these quasi-experimental methods to evaluate educational interventions.

The aim of this chapter is to provide an overview of the student mental health crisis in Higher Education (HE), and how resilience and grit, two important positive psychological constructs, can be beneficial for university students’ success and wellbeing. As part of a discussion around some of the current approaches to intervening in wellbeing in universities, the chapter provides evidence for the use of PPIs for wellbeing in university students, alongside some of the challenges of implementing these in HE. It also provides an overview of the Thriving Students Framework and presents a case for a multicomponent approach to monitoring and improving educational success. In particular, a wellbeing framework that, alongside resilience, also recognises the importance of strengths, persistence in the face of difficulty, a growth mindset, self-control and mental wellbeing; Academic Tenacity. The implications of utilising this framework for educational attainment in university students are discussed. The Bolton Uni-Stride Scale (BUSS), a single short measure of academic tenacity that combines the attributes enabling measurement and intervention to support university students to thrive, is also presented for educators to use.