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This chapter presents a research study that examined post-disaster authentic university academic care resilience (PAUACR) at a Historically Black College and University (HBCU). PAUACR is a university’s and its students’ capacity to bounce back from post-disaster educational challenges. PAUACR requires a strong caring response and authentic academic care environments. For the University of the Virgin Islands (UVI), PAUACR following Hurricanes Irma and Maria was crucial to ensure students successfully completed the academic year. To assess UVI’s PAUACR, this study utilized a caring about academic caregiving inventory (CAACI). This 49-item instrument was used to gain students’ discernment of post-disaster authentic university academic care (PAUAC). The research employed a cross-sectional exploratory survey research design. The empirical analysis found associations between the structural workings of UVI’s academic caregiving in the aftermath of hurricanes Irma and Maria. These findings offer distinctive indicators of UVI’s PAUACR. Along with the findings, this chapter offers practical lessons of academic resilience drawn from the experience of conducting post-disaster research.

Education in an emergency refers to the accessibility of education among populations that have faced an unforeseen situation in their home country resulting in disruption of their normal lives, including the deterioration of the educational system prevalent in that country. Emergency typically arises from armed conflict or natural disasters. The world has been disrupted by more than 50 armed conflicts since the World War. In recent times, the entire world came to a halt due to the COVID-19 pandemic, which in severely disrupted the prevalent education system. Emergency also affects the economic system of a country, and higher educational institution (HEI) struggles due to lack of funds. Lack of funds and other educational resources, as well as lack of physical security or environmental disasters, lead to a sudden halt in the educational system, throwing students into limbo. The book volume discusses how curriculum needs to be adaptive and collaborate with stakeholders to formulate a teaching learning method that is cognizant of the latest technologies and scientific discoveries. Several interventions have been successfully implemented across the globe and have been discussed in chapters contributed by well-known academics working in the arena of imparting education that is resilient and can deliver quality education in times of crisis.

In a previous study of authentic university academic caring (AUAC) at the University of the Virgin Islands (UVI), students perceived teaching faculty as the primary provider of academic caring and caregiving. This paper presents a research study on university faculty caring intelligence. University faculty caring intelligence is faculty's capacity to recognize the meaning and realities of caring within their performance, relationships and work environment.

A descriptive exploratory correlational research design was used to examine university faculty caring intelligence. A university academic caring framework and a faculty version of the Caring About Academic Care Inventory (CAACI) were employed. The university academic caring framework was used to guide the research. The faculty version of the CAACI assessed university faculty's discernments of AUAC within identified interfacing university academic caregiving points (institutional, instructional, academic management and academic counseling). The study sample consisted of 76 UVI faculty.

Factor score correlation completed in this work revealed strong relationships between the identified features university academic caring based on faculty perceptions.

Though the study is limited due to the sampling, UVI faculty's perception of AUAC was significantly evaluated. A model of UVI faculty caring intelligence was constructed from empirical evidence.

Studying caring intelligence of university faculty offered something new: a means to assess how faculty recognize the meaning of caring within themselves, their function, relationships and work environment. Caring intelligence can be used to predict faculty performance and their relationships within the university academic environment.

This paper aims to examine the ethics of authentic talent development in socioeconomic context by considering a set of alternative ethical frameworks. It juxtaposes the ideals of civic virtue, which involve a concern for the common good, with the reality that socioeconomic deprivation and sociocultural practices severely constrain talent development opportunities and choice.

The paper draws on several frameworks complementary to the ideals of civic virtue – the basic goods approach, human capital theory, the capabilities approach and the ethic of care – to elucidate the barriers to talent development embodied in sociocultural context, as well as policy and institutional practices to overcoming these barriers.

While multiple ethical frameworks are necessary to fully capture the issues related to authentic talent development in socioeconomic context, a focus on the ethic of care and basic goods provision is an important starting point. There are also a few fundamental starting points for human resource development in responding to ethical concerns regarding authentic talent development.

While the prevailing approach to talent development is implicitly based on a logic of social identity ascription, this paper promotes an alternative approach based on the ethics of civic virtue. While the former is oriented to the support of social hierarchies based on identity, the latter is oriented to fostering both social and human well-being via choice and authentic talent development.

The broad aim of this paper is to use Noddings' theory of ethical care to analyse mentors' caring experiences. More specifically, it aims to analyse how physical education (PE) mentors provide care, how they are cared for and how this impacts their role within the context of secondary PE initial teacher training (ITT).

Semi-structured interviews were used to generate data from 17 secondary PE mentors within the same university ITT partnership in the north-west of England. Questions focused on the mentors' experiences of care and the impact this had on their wellbeing and professional practice. A process of thematic analysis was used to identify, analyse and report patterns in the data.

The participants reflected established definitions of mentoring by prioritising the aim of developing the associate teachers' (ATs) teaching rather than explicitly providing support for their wellbeing. This aim could be challenging for mentors who face personal and professional difficulties while supporting the training of an AT. Mentors frequently referred to the support of their departmental colleagues in overcoming these difficulties and the importance of developing interdependent caring relationships. Receiving care did not impede mentors from providing support for others; it heightened awareness and increased their desire to develop caring habits.

Teacher wellbeing has drawn greater attention in recent years and is increasingly prioritised in public policy. These findings highlight the value of mentor wellbeing and how caring professional relationships can mitigate the pressures associated with performativity and managing a demanding workload.

Naming practices reflect culture, language and identity considerations. This study aims to explore Chinese American naming choices, revealing nuanced and complex linguistic, cultural and pragmatic considerations for teachers of literacy.

The authors interviewed Chinese parents who are now living with their school-aged children in the USA on the naming choices of their students. By using content analysis, this study found patterns and themes from the interview data.

The findings of this study suggest Chinese parents named their US school-aged children by taking into consideration of both Mandarin and English linguistic features, traditional and pop culture and the transnational identity of their children.

The findings of this study can help teachers and teacher educators better understand the naming traditions of Chinese American families and connect these traditions to literacy instruction in the classroom. This study proposes practical suggestions suitable for both monolingual and multilingual students to explore all children’s names and help build inclusive, culturally sustaining classrooms.

Within the scope of broadening participation and developing diverse talents in STEM leadership, this paper aims to deliver a research study that explores faculty leaders’ caring intelligence as STEM leadership intelligence. STEM leadership intelligence is the knowledge, skills, traits and aptitude essential to effective leadership in STEM education.

A previously developed STEM caring-oriented academic managerial leadership framework (SCAMLF) and a typology of STEM faculty leadership styles were used to thematically analyze the caring intelligence and leadership qualities of STEM faculty leaders. Interview transcripts of 18 STEM faculty leaders at Historically Black Colleges and Universities (HBCUs), provided by the Center for the Advancement of STEM Leadership (CASL), were used as data in this study.

The empirical evidence gained from this study highlighted important themes, descriptors and narratives for exploring caring intelligence and leadership intelligence of STEM faculty leadership in HBCUs.

Although the generalizability of the study is limited because of the sample size, STEM caring was found to be the most common dimension present in the reflections of participating STEM faculty leaders with diverse leadership styles. Implications for future research on STEM leadership intelligence were discussed.

Studying caring intelligence as a form of leadership intelligence provides a new and innovative means of assessing STEM leadership intelligence. Caring intelligence can be employed to predict the mindset, performance and behaviors of STEM faculty leaders.

Guided by Habermas’s three cognitive interests, this paper reviews the studies on school leaders’ emotional labor. It seeks to provide a typology of how researchers inquire about school leaders’ emotional labor by focusing on different understandings, topics and characteristics.

This is a narrative review with 38 studies finally selected for analysis. Guided by Habermas’s three cognitive interests, all the studies were examined carefully and were found to fall into different clusters of understanding of school leaders’ emotional labor.

The review revealed three understandings of school leaders’ emotional labor, namely instrumental understanding, practical understanding and emancipatory understanding. The instrumental understanding treats school leaders’ emotional labor as a tool to effectively control the schools; the practical understanding regards emotional labor as a way to build and maintain relationships and as the process of meaning-making; the emancipatory understanding perceives emotional labor as a site for school leaders’ reflection and action for achieving a more just and self-determined leadership.

This review contributes to the growing literature on school leadership and emotional labor by providing a theory-guided typology and synthesis of the existing understanding of school leaders’ emotional labor, which lays a knowledge base and points out directions for future scholarly inquiries. It also provides practical suggestions for educational policy, school leaders’ practice and leadership training.