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In this chapter, the relations between Muslim migrant women's bodily appearances at Western workplaces, their work choices and career development are examined through the lens of embodied intersectionality. This chapter draws on exiting research reports and empirical research to also reflect on the scope of Muslim female migrants' labour market integration in the United Kingdom.

For Muslim women, wearing ethnic or religious dresses such as headscarf/‘hijab’, ‘niqaab’ or ‘burqa’ represents the quintessential identity of women belonging to their particular ethnic group or religion. These highly visible social and cultural markers are also inherently gendered. This chapter delves into understanding how Muslim migrant women wearing ethnic/religious dresses experience/encounter Western workplaces and how their embodied intersectional identities through creating barriers at the workplaces impede the process of their labour market integration, in turn, limit their work choices and further restrict their career progression/development in the long run. The discussion also shows that attention to the Muslim migrant women's workplace experiences funnelled through the process of embodied intersectionality can expose the overall racialised and gendered practices of the society, different forms of social exclusion while simultaneously indicate resistance from and agency of these Muslim women through bodily appearances in transnational contexts. This chapter also sheds lights on how these women's career and workplace experiences need to be understood outside the stereotypical Western description of gendered workplaces and how the discussion needs to be broadened in scope and encompass the spatial dynamics of migration, religion, gender and ethnicity to be able to make sense of Muslim migrant women's work choices and career in the West.

This chapter has a twofold structure – first, it looks at the relationship between self-regulating agency and voice and understanding of the embodiment of intersectional identities by the women themselves in the host country's society and labour market, and, second, how the changing time, space and contexts interact to play a role in terms of the host society and its labour market's acceptance and level of tolerance shown towards this group's embodied intersectional presence.

There is neither doubt nor debate that career decision-making is essential and has long-term effects on the lives of individuals, families and communities. Despite the utmost significance of career decision-making, it is well acknowledged in the literature that it remains difficult for young people in many countries worldwide to make informed and meaningful career decisions. Concerning this difficulty, this chapter presents findings from a small-scale doctoral research project investigating what influences students’ career decision-making at one public technical and vocational education and training (TVET) college in the Eastern Cape Province of South Africa. The doctoral study on which this paper reports was framed within an interpretive framework and used focus groups and individual interviews to generate data. Following the original research project, we frame this chapter within the sociological perspective, thereby focusing on the notions of careership (Hodkinson & Sparkes, 1997) and navigational capacity (Appadurai, 2004). Also, the sociological perspective reveals the tension and relation between structure and agency. Several factors influence young people’s career decision-making, for example, socio-economic status and capacity to aspire, life turning points, and horizons of action and possibility. The findings show that the participants operate from a position of disadvantage and lack; hence, career decision-making is more of a mission than a natural step in education and training. The chapter concludes that educational institutions should expand the horizon for action and improve the navigational maps of young people as they move through education and career paths.

Education policies in the United States reinforce social stratification by prioritizing and normalizing middle-class whiteness in schools (Leonardo, 2007; Picower, 2009). The teacher labor market has also become more feminized, making white middle-class women paragons of exemplary educators (Rury, 1989; Tolley & Beadie, 2006). These sociopolitical and historical factors continue to play out in the current U.S. education workforce where 80% teachers are white and 76% of teachers are female (Hussar et al., 2020). Meanwhile, student demographics are shifting with students of color comprising over 50% of the public student population (de Brey et al., 2019). Diversifying the educator pipeline is a well-documented strategy to improve educational outcomes for all students, specifically students of color, and to achieve greater equity and inclusion in public education. However, the retention and promotion of educators of color remains a critical and complex issue.

Thus, looking at the intersection of race and gender in the education workplace, the purpose of this chapter is to highlight the experiences and expertise of women K-12 educators of color to identify best practices for career development. Applying Psychology of Working Theory (PWT) and utilizing modified meta-synthesis methodology, the chapter highlights the experiences of Black, Latinx, Asian American, and Indigenous/Native American women K-12 principals and superintendents to (1) thematize and conceptualize how women of color define their work in education spaces through a PWT lens and (2) understand how PWT themes can illuminate ways to build more diverse and inclusive career pathways for women of color leaders.

The study of entrepreneurship has advanced quickly in recent decades; however, despite its extraordinary importance, the information on the influence of family on entrepreneurial intentions remains fragmented and hard to compare. Therefore, the main objective of this chapter is to give readers a thorough grasp of family enterprises’ entrepreneurial aspirations. It will also assess how previous experience in family businesses affects one’s ambition to start their own firm. For this matter, the authors will use data acquired from the GUESSS (Global University Entrepreneurial Spirit Students’ Survey), the survey carried out among college students in different Balkan countries: North Macedonia, Albania, Greece, Croatia, and Bulgaria. The reader will be introduced to the up-to-date scientific research in the area of entrepreneurial intentions, through receiving an increased understanding of whether the role of parents has influence over the entrepreneurial intentions of their offspring.

Teacher attrition/retention seems to be a wicked issue: it has strong face validity and common-sense meaning, but the literature does not provide a clear definition. In the first section, the author analyzes the different ways in which the issue of teacher attrition and retention is problematized as the basis for a definition: as an educational issue teacher attrition and retention refers to the need to prevent good teachers from leaving the job for the wrong reasons. Arguing that teacher attrition/retention constitutes both a problem and a challenge, he continues in the second part to foreground lessons learned. The conclusion outlines an agenda for teacher education, teacher induction, and school development to positively deal with the challenge to keep the good teachers in teaching.

Many psychological, cultural, and social barriers exist that impact Black male participation in the workforce. In this chapter, authors discuss the impact that mentorship, racism, society, culture, economics, and other pertinent factors have on the career development of Black men. This chapter examines programs and strategies that effectively address the career development needs of Black men. A review of counseling interventions and their applicability to career counseling with Black men are presented. Emerging trends in career development for Black men are also discussed. In addition, provided in this chapter are personal narratives given by the authors who contextualize their career development experiences through culturally-specific career development theoretical frameworks. Lastly, implications for research, counseling, counselor education, and policy, as well as recommendations for professional development are offered.

This chapter explores the results of an international survey (RAAAP-2) to provide global insight into research management and administration (RMA) as a relatively new field of investigation within the area of higher education management (HEM). Building on that extensive survey, the purpose of this chapter is to investigate qualitatively how and why people become and remain research managers and administrators, focussing primarily on their skills, roles, and career paths.

Findings from the analysis confirm that a career in RMA is rarely an intentional choice and can be described as labyrinthine, which could be even compared and contrasted with a concertine academic career described by Whitchurch et al. (2021). While conclusions confirm the gender implications of the profession, which is overall highly ‘female’; further conclusion sheds light on RMAs across regions and suggests how this varied ecosystem could even undermine the recognition of RMA as a profession.

Although an increasing number of PhD holders will continue their careers outside academia, we know little about their further career prospects. To develop a better understanding of how this group constructs and justifies a successful career outside academia, we conducted semi-structured interviews with 47 PhD graduates from different disciplines (humanities, social and beta sciences) who have obtained elaborate experience working outside academia.

Drawing on a multi-career perspective, we explored the motivations of the PhD holders when making such career transitions. The findings from the interviews demonstrated how PhD holders’ main motivations were associated with their perceived organizational, community and cognitive careers. Our data analysis revealed that these motivations related to PhD holders and can be grouped along four key tensions:

• distanced from real life (academia) versus appreciating the practical impact of their research (currently);

• competition and performance orientation (academia) versus enjoying their current multidisciplinary collaboration towards a common goal (current);

• Individualism and loneliness were typically experienced in academia versus autonomy and intellectual stimulation in their current work; and

• lack of stable career perspectives in academia versus current options for competence-based development and personal growth.

distanced from real life (academia) versus appreciating the practical impact of their research (currently);

competition and performance orientation (academia) versus enjoying their current multidisciplinary collaboration towards a common goal (current);

Individualism and loneliness were typically experienced in academia versus autonomy and intellectual stimulation in their current work; and

lack of stable career perspectives in academia versus current options for competence-based development and personal growth.

Thus, while discontinuation of an academic career may easily hold a pejorative connotation, the analysis of the PhD holders’ motivations revealed important and rewarding opportunities in pursuing a career in other sectors. Overall, from our study, we can conclude that while a major gap may exist between careers in academia and ‘the corporate world’, shifting careers between these worlds is not as ‘unthinkable’ as commonly believed.

College support and career development are two significant challenges international students encountered during the pandemic, and these two factors have an enormous impact on the internationalization of higher education. The data for this study came from the 2020 to 2021 administrations of the National Survey of Student Engagement (NSSE) that includes over 500 international students enrolled at over 120 four-year colleges and universities in the United States. These students specifically responded to an open-ended item asking them what they think institutions should do better to assist their academic achievement and career goals. This study takes an in-depth look at international students’ qualitative responses about ways that institutions could better support their preparation for future careers. Using theories of cultural wealth and ecological systems to understand the unique experiences of international students during the pandemic offers an opportunity to help students not just in times of crisis but more holistically as they continue to pursue their higher education experiences in the United States. Ultimately, the authors provide recommendations for higher education professionals working with international students to better support their students’ career development and overall college experience.