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This chapter traces the intersectional experiences of one Black woman through pre-Brown schooling, becoming a teacher under a post-Brown court order, hiring teachers as a school leader in a large metropolitan, southern city, to her current position as a leader-educator at a state university. Informed and contextualized by social, political, and historical events associated with the pre-Brown segregation, desegregation, and post-Brown eras, this chapter uses narrative autoethnographic reflectivity and storytelling to understand and analyze the nuances of educational hiring practices through the prism of one Black woman's educational journey. The story is significant because it not only provides evidence of the subtleties and nuances of racism but it also describes the changes in teaching, leadership, and hiring practices in southern public education over the last 60 years.

Prior to Brown v. Board of Education 1954, Black female educators played a significant and vital role in segregated schools. Despite Black female teachers’ historic presence in the field of education, presently Black female teachers are disproportionately under-represented in the US teacher workforce. Acknowledging the shortage of Black female teachers in K-12 classrooms, the purpose of this qualitative study is to explore why Black female educators teach in under-resourced, urban schools. By examining Black female educators’ initial draw to urban schools in what we conceptualized as the urban factor, we hope to reframe the implicit biases surrounding under-resourced, urban schools as less desirable workplaces and unearth reasons why those Black female teachers who enter teaching gravitate more toward urban schools. Three themes emerged about Black female teachers’ thoughts on and preference for urban schools with an unexpected finding about Black female teachers’ perceptions of student behavior. Concluding, recommendations are offered for policy and practice.

Bringing renewed attention to the anemic representation of Black women within the teaching profession, this chapter begins by chronicling the history of Black women in teacher education – from the Reconstruction Era to the 21st century – in an effort to highlight the causes of their conspicuous demographic decline. Next, it is argued that increasing the number of Black women in the teaching profession is a worthwhile endeavor although the rationales for such targeted efforts may not be obvious or appreciated by the casual observer. It is, therefore, important to illuminate the multiple justifications as to why it is essential to improve the underrepresentation of Black women in America’s classrooms. Lastly, it is asserted that serious attention is required to reverse the dramatic exodus of Black women from the teaching profession. In conveying this issue, the author shares special emphasis recruiting tactics, for the national, programmatic, and local school district levels, as promising proposals to enlist and retain more Black women in the teaching profession.

Institutions have the capacity to constrain and regulate behavior. Social problems and their remedies are not exempt from this reality. Consequently, actors attempting to ameliorate pressing problems must do so within the existing frameworks of acceptable and unacceptable paths toward justice. The current study combines the institutional theory and social movement literatures to highlight how this dilemma affects the resource mobilization process. Elites control resources critical to solving social problems. Yet, they often benefit from the very institutional arrangements that have led to a social problem’s emergence. This contradiction then requires those seeking to alleviate social problems to construct a narrative that will simultaneously entice elites to give without challenging elites’ institutional position. The paper empirically investigates the National Association for the Advancement of Colored People (NAACP) and the United Negro College Fund’s (UNCF) efforts to gain support from the Rockefeller family and its foundations between 1928 and 1954. A comparative historical analysis of correspondence records identifies the critical differences that led to the UNCF receiving millions in support from Rockefeller interests while the NAACP was routinely denied funding.

Similar to other parts of the United States, its southern region is still wrestling with the implications of the resegregation of America’s schools. Unlike other parts of the country, however, the Deep South demons are rooted in a vastly different historical context. This chapter offers an historical analysis of the educational problems in the Deep South, with strong emphasis on gifted programming. Further, in this chapter, we present and describe a framework that could guide educators as they strive to identify giftedness among children of color and implement programming in a culturally responsive manner.

A few hours before the May 17, 2004 gala to commemorate the legal decision that ended “separate but equal” facilities for black and white U.S. citizens, comedian Bill Cosby heard a radio broadcast that was on his wavelength. As Cosby listened to “Ask the Chief” on May 17, 2004 Washington, DC Police Chief Charles H. Ramsey recounted the number of children who had been the victims of homicide (Schroeder, 2004). A few hours later, Cosby picked up on the discussion with a live audience at Constitution Hall to celebrate the historic verdict of Brown v. Board of Education of Topeka, Kansas. During the event, the National Association for the Advancement of Colored People, the Legal Defense and Education Fund, and Howard University acknowledged Cosby for his multimillion dollar contributions to historically black colleges and universities.

The purpose of this paper is to explore the extent to which an intervention lesson could help with elementary pre-service teachers’ critical racial knowledge around school segregation.

The author, an Elementary Social Studies Methods Instructor, developed and modeled lessons of “doing race” in social studies as one of the ways to assist elementary pre-service teachers with critical racial knowledge and commitment to do race in their future classrooms. This paper focuses on one of the modeled lessons, which centered on the topic of school segregation.

Based on the analysis of class discussion and student work, the author documented the ways in which the modeled lesson engaged pre-service teachers in disrupting the dominant discourses and teaching practices on the topic of school segregation and developing the critical understandings needed to successfully teach about race and racism in elementary classrooms.

The paper details actions meant to demonstrate to elementary pre-service teachers the benefits of an elementary social studies topic viewed and taught through a critical race lens. In doing so, it calls attention to the possibilities and limitations of a single lesson that targets antiracist practices.

This paper aims to address the need for a re‐focused research agenda in relation to graduate entrepreneurship. An important theme for some years has been the effort to monitor attitudes and intentions of students towards starting up their own businesses. It is timely, however, to raise some questions about both the impact of this research and likewise the general approach it has taken in understanding the phenomenon of graduate entrepreneurship.

The paper draws on a large data set (over 8,000 students) from one UK region. Specifically, it presents data from the 2007/2008 Entrepreneurial Intentions (EI) survey within the Yorkshire and Humberside region and reflects back over previous iterations of this research.

The paper identifies three key outcomes. First, it establishes that across all years of the survey a substantial minority of students consistently hold relatively strong start‐up intentions. Second, the paper highlights that, despite considerable efforts to increase the numbers moving to start‐up, little impact is discernible. Third, the paper suggests that, although the EI survey is useful as a stock‐taking exercise, it fails to address critical questions around the impact of higher education on entrepreneurship and the transition from entrepreneurial intent to the act of venture creation.

The paper provides an important positioning perspective on the relationship between higher education and graduate entrepreneurship. While highlighting the importance of the EI research, the paper establishes the need for a re‐focused research agenda; one that is conceptually robust and with a focus on the student journey from higher education to graduate entrepreneur.