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For decades, special education has been plagued by shortages of fully qualified teachers. The No Child Left Behind Act (NCLB) was designed to address the problem of teacher shortage by easing entry and promoting alternative routes (ARs). However, the law was not specific to special education, and the logic on which it is based fits the special education context poorly. Nonetheless, ARs have proliferated in special education. In this chapter, we consider the impact of NCLB generally and AR preparation specifically on special education teacher (SET) shortages. We describe the population of SETs, review research on special education ARs, and consider the problem of diversifying the workforce. We also review research on teacher attrition and policies designed to reduce it.

In this phenomenological study, the experiences of seven Black women faculty at predominantly White institutions (PWIs) who are working toward tenure and promotion are presented. The use of phenomenology, specifically in-depth interviews, gives voice to the women as they share the essence of their experiences including their perceived supports and barriers. Understanding their experiences adds to the literature on women of color in education and has the implications for schooling and community, and support structures essential to the success of Black women and all women of color in academe.

Jean Lau Chin, Ed.D., ABPP, is professor at Adelphi University in New York. She has held leadership positions as dean, Adelphi University; Systemwide Dean, California School of Professional Psychology at Alliant International University; President, CEO Services; executive director, South Cove Community Health Center; and codirector, Thom Child Guidance Clinic. Her work on diversity, leadership, and women's issues has been extensive including a recent Special Issue on Diversity and Leadership in the American Psychologist. Among her many awards for her work is Distinguished Leadership in Education, Organization of Chinese Americans, Long Island.

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.