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Burgeoning research indicates that career and postsecondary educational aspirations are salient among rural African American high school students. Yet, factors and processes that lead to their success as college students remain unclear, despite accumulating evidence suggesting the need to understand these students' college experiences. The dearth of scholarship elucidating the postsecondary experiences of African American students from rural backgrounds is particularly striking given the extensive research about the college experiences of African American students from urban and suburban locales. This chapter, grounded in W.E.B. Du Bois's Double Consciousness theory and qualitative in nature, focuses on the college experiences of rural African Americans who successfully operated simultaneously within White and Black communities in postsecondary educational settings.

The paper examines recent debates on “Empire” and offers a feminist perspective. It asks: what are the gender dynamics of the new imperialism and its rival, Islamism? Drawing on world-system theory and feminist studies of international relations, this paper examines hegemonic masculinities in empire, war, and resistance; the cooptation of women's rights for neoliberal and expansionist purposes; the world-system's transition from U.S. hegemonic power to an alternative yet to be determined; and the role of global feminism in challenging Empire and shaping an alternative world.