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This chapter examines underrepresentation among African American and Hispanic students in gifted education using the perfect storm analogy, arguing that social inequality, elitism, and colorblindness are three forces that contribute to the poor presence of these groups in gifted education. Underrepresentation trends are presented, along with methods for calculating underrepresentation and inequity. Underrepresentation is placed under the larger issues of achievement gaps, and inequitable school practices, specifically de jure segregation. Models and discussions of social inequality, elitism, and colorblindness are presented to explain that the magnitude of underrepresentation is beyond statistical chance and a function of decision makers’ attitudes and beliefs grounded in deficit paradigms. The primary theses and admonitions are that gifted education underrepresentation is counterproductive in such a culturally different nation, and that desegregating gifted education is nonnegotiable. Suggestions for desegregating gifted education and eliminating inequities are provided.

Nearly 45 years ago, the Combahee River Collective, a group of Black feminists, released their statement, which served as a call to action to address gaps in contemporary Black feminism by engaging in antiracist and antisexist identity politics. In 1983, Jacqueline Fleming explored the making of matriarchs at historically Black colleges and universities (HBCUs) and predominantly white institutions (PWIs). Since then, there have been few explorations into the construction of Black womanhood at HBCUs (Njoku, 2017). Educational research across contexts that explores the construction of gender among African-American women has also been limited. This demonstrates a need to speak truth to power, challenging existing power structures throughout the academy. The inadequacy of educational narratives from Sistas at HBCUs, and across all institutional contexts, has yielded a single story of resilience that is used to validate the need for research on Black men, yet ignore Black women. As we look upon the survival of HBCUs beyond 2020, we must reconsider the ways that HBCUs contribute to the idea of identity politics and the existing challenges to these identity politics within HBCUs. In this chapter, we argue the importance for HBCU leaders to engage the Combahee River Collective's call by intentionally investing in Black women and amplifying narratives that give depth and debunk the myths and ignorance of Black women's college experiences. Truth-telling in this case harnesses the voices of African-American women at HBCUs “in the specific goal of confronting existing power relations”. We provide an updated response to the Combahee River Collective Statement in which we delve into the ways HBCUs contribute to identity politics and the challenges to identity politics at HBCUs. This chapter challenges power relations not only within the context that the narratives occurred but also within an academy that has failed to excavate them, until now.

This article attempts to synthesize the contributions of Jagdish Sheth to the discipline. This is done by following the development of the field in various subdisciplines such that one can observe the impact Sheth's thinking has had on the field. This is the career of an “accidental marketer” who started as a social scientist, got interested in buyer behavior, and made his mark in that field. Noticing similarities between organizational buyer behavior and individual buyer behavior, he ventured into that field too. As a visionary, he started developing theories in international marketing in the seventies, which was a popular area that time. Similarly, he published a handbook on Customer Relationship Marketing and worked in the area before it became a major area of emphasis. As a multifaceted person, he has contributed to the practitioners through books and consulting projects. However, this article focuses mainly on his academic contributions including his research, teaching/mentoring, and his philanthropic activities.

Racialized class formation is a process in which both racial formation and class formation shape the experiences of African Americans in the stratification system. This occurs for blacks in differing social classes. However, this chapter focuses on African Americans in the professional middle class. The professional middle class as a whole has grown substantially under postindustrialism. Racialized class formation has been greatly shaped by the nature of state policy regarding citizenship rights and has varied in the transition from the pre-civil rights era to the post-civil rights era. This chapter utilizes historical, interview, and secondary data to analyze experiences of the “first generation” of black professionals to integrate employment in mainstream institutions after the Civil Rights Act of 1964. The focus is on the processes of recruitment, hiring, and promotion, as well as relations with clientele among those black professionals and how their middle class employment experiences are racialized.

Organizational crises can wreak havoc in an institution. When such crises ensue, leaders are tasked with decisions that often need to be made quickly and effectively. When not responded to adequately, consequences can include leader regrets of improper response, high costs to the organization, loss of leadership position, or even arrests or jail time for a leader. This chapter describes all these repercussions as it summarizes the Jerry Sandusky case and highlights the crisis that took place on the campus at Penn State University. In illustrating the University leaders’ response to the crisis, leadership lessons learned from the case were gleaned. They include increased transparency, greater reflectivity, ethical decision-making, and periodic assessment of organizational culture.

Public library management literature and public administration theory have been unduly influenced by economic thinking appropriate to the private sector but a poor fit to the public sector. In this chapter we attempt to explain that public sector interests are different and that decisions about their future should be made on a different basis. Specifically, this chapter addresses the problem of cutback management and compares decisions made by library managers in the Great Depression to those being made in current economic times. Questions are raised about the approach to cutbacks that typify current public management practices, and it is suggested that new models are needed to help public library managers and trustees deal equitably and efficiently with recurring economic fluctuations and the fundamental changes that these periods sometimes produce.

Despite the diversity of all those involved within the marketing discipline, all have a stake in maximizing the advancement of marketing knowledge. Without a specific analysis it is difficult to reflect on where a field has been or where it might be heading. The purpose of this chapter is to examine who and what marketing scholars have been researching over the period 1977–2002 using content analysis. This chapter provides longitudinal benchmarking of the “inputs” (authors and institutions) and “outputs” (articles) examining the marketing literature in the four major marketing journals: the Journal of Marketing, the Journal of Marketing Research, the Journal of Consumer Research, and the Journal of the Academy of Marketing Science.