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This article has been withdrawn as it was published elsewhere and accidentally duplicated. The original article can be seen here: 10.1108/13663666200400056. When citing the article, please cite: Lorna Easterbrook, Brenda Jones, (2004), “Enjoying living alone”, Working with Older People, Vol. 8 Iss: 4, pp. 18 - 21.

This volume's title, Women of Color in Higher Education: Turbulent Past, Promising Future, suggests women of color have endured a tumultuous past, given their historical experience with discrimination as a result of both racism and sexism in the United States. Collectively identified as African American, Asian/Pacific American, Hispanic/Latina, and Native American women in the United States, women of color share membership in marginalized groups and they experience varied forms of discrimination in their efforts to fully and equally participate in society (Lloyd-Jones, 2011). Discussions of these injustices and their effects are included in chapters throughout the volume. The chapters feature relevant experiences specific to women faculty and administrators of color in higher education. These include examinations of the progress of women of color in academia, as demonstrated by their increased (but still underrepresented) presence in senior-level administrative and faculty positions, and suggestions for a more inclusive academic environment for women of diverse racial and ethnic backgrounds. The compilation of chapters in fact, provides conceptual, empirical, and reflective knowledge implicitly revealing the “present” status of women of color in predominantly White institutions of higher education. Many of the contributors provide implications and recommendations for a “promising future” in their chapters.

Research to improve access and equity for women of color in higher education offers insights on the nuanced challenges and opportunities that exist today. In the past, women of color confronted overt discrimination in their pursuit of educational and career attainment. Today, they are likely to face more subtle practices couched in what Miller (2010) coins, the “deservingness” status suggesting that although women of color have gained entry in the academy, they come under scrutiny in their faculty and administrative roles. Despite such scrutiny, their presence in the academy has brought them a measure of social independence, ushered in multiple perspectives to enrich students' learning experiences, and have challenged traditional approach to research knowledge, and leadership theories and practices (Glazer Raymo, 2008; Jean-Marie, Williams & Sherman, 2009; Lloyd-Jones, 2009).

The two-edited volumes, Women of Color: Turbulent Past, Promising Future and Women of Color: Changing Directions and New Perspectives focus on the increased presence of African American, Latina/Hispanic American, Native American, and Asian/Pacific Islander American women in senior-level administrative and academic positions in higher education and on ways they are transforming the social and political climate to be more inclusive of women of color. The chapters draw from theoretical, empirical, and reflective perspectives, and identify gaps in the research, compare and contrast the experiences of women of color, and explore possible linkages between their experiences. The compilation underscores three themes important to the advancement of women of color in higher education that have implications for future generations of diverse racial and ethnic groups in the academy.