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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.

The educational experiences of Black immigrant women in P-16 education are often understudied in critical scholarship about race, ethnicity, and gender. The existing literature on Black students in US higher education tends to overlook within-group diversity, oftentimes highlighting the experience of domestically born African Americans and neglecting the experiences of Black people born outside of the country. To address this gap in the education discourse, we examined the experiences of Black, African immigrant girls and women who have experienced all or part of their P-16 education in the United States. Using a combination of Critical Race Feminism (CRF) and transnationalism as our theoretical frameworks, we sought to answer two research questions: (1) How do Black immigrant women in the film describe their process of racial, ethnic, and gender identity formation? and (2) What are the literacy practices and educational experiences of Black African girls and women? Methodologically, we drew from Saldaña's (2009) model of film-based qualitative inquiry to analyze the documentary Am I: Too African to be American or Too American to be African? (directed by Dr Nadia Sasso). In our analysis, we foreground the lived experiences of eight women from three African countries: Nigeria, Sierra Leone, and Senegal. Major findings from this qualitative analysis include: (1) the importance of cultural negotiation for immigrant girls and women, (2) the presence of dualities in language and ways of speaking in education, (3) a tumultuous racial identity formation process, and (4) the linked perceptions of students' gender identity and beauty. Finally, we present implications for immigration policy, inclusive research, and equitable practice across P-16 education.

The aim of this study is to better understand how black women utilize capital to frame their entrepreneurial identities in order to become legitimate and thus challenge institutional norms. To achieve this, the study draws on perspectives on legitimacy, identity and capital and focuses on the well-established wine industry in South Africa.

Using in-depth qualitative data from semi-structured interviews, this study delves into the lived experiences of nine black women entrepreneurs and three stakeholders in the South African wine industry. Such a context is unique because of the aspects of exclusion and segregation of black women. The data were supplemented with associated secondary material and were analysed using the constant comparative technique.

This study reveals dissonance, that is, a misfit, between black women's social identities and their entrepreneurial self-identities in the South African wine industry; the study uncovers that specific capital forms allow framing their identity through heroical self-description, exploiting professionalism and enacting new roles to alter the perception of what is socially legitimate in the wine industry.

This study contributes to understanding by highlighting that black women entrepreneurs in the wine industry rebel against the expectation that they must fit into a predetermined role. The study highlights the relevance of legitimacy, identity and capital theoretical perspectives to study an underexplored context and unpack how black women challenge the barriers that affect their entrepreneurial identities in their quest to become legitimate. The value of this study revolves around revealing the underexplored connection between entrepreneurial identity and legitimacy through actions taken by black women entrepreneurs when reworking the role(s) tied to their social identities. The findings suggest the importance of capital, particularly cultural capital, in how black women entrepreneurs become legitimate in the wine industry. Avenues for further research are offered.

The purpose of this paper is to identify and summarize the primary themes and issues examined in relevant international research dealing with the relationship between culture and mentoring. The focus is on formal mentoring programs for educators in primary and secondary schools and higher education settings.

The literature surveyed covered the direct and indirect impacts of culture on mentoring in primary, secondary and higher education settings. Manuscripts were organized around the topics of teacher education, teacher and leader development, and higher education. A thematic synthesis approach was used to summarize the findings.

Findings indicated that research on cultural aspects of mentoring in education has focused on three primary themes: cultural aspects of the mentoring relationship; the impact of organizational structures on mentoring programs and relationships; and the manner in which ethnicity and societal beliefs relate to the purposes and structures of mentoring.

There is a lack of research that deals specifically with the manner in which culture influences mentoring programs and relationships.

It is vital for those involved in developing mentoring programs and relationships to be culturally aware of and sensitive to cultural dynamics in order to counteract and overcome possible barriers to success.

Fresh insights are offered into the research that has been conducted within these educational settings. Areas and topics are identified where research is lacking and recommendations for future research that would enlighten the field are presented.

The purpose of this paper is to examine undergraduate elementary education teacher candidates’ abilities to successfully integrate social justice teaching into their interdisciplinary ELA and social studies thematic units. The projects were analyzed to determine the extent to which, if any, social justice education has been addressed.

This study used purposive sampling of two sections of an elementary writing methods course. Students were grouped into Professional Learning Communities (PLCs) to design an integrated thematic English Language Arts (ELA), Social Studies and Social Justice unit. At the conclusion of their project, components of their units were analyzed using the Social Justice Continuum of Teacher Development.

Overall, the results indicate that candidates were likely to plan for inclusive practices in their instructional units. There was significant attention across units to inclusive materials and content, but there was very little attention to critical or transformative practices in planning. This likely indicates candidates’ awareness about the need for diverse content but tells us little about their ability to critically analyze the power structures themselves that contribute to the need for inclusive practices.

Before classroom teachers can be expected to engage in critical conversations in their own classrooms, the experiences they have within their preparation programs need to be considered. These findings indicate more explicit work must be done to support candidates in their ability to critically analyze hegemonic power structures and to engage their students in learning experiences that move beyond using diverse resources into teaching advocacy strategies to students.

Many organizations around the world currently are facing board diversity issues and challenges. Hence, this empirical paper investigates the relationship between board diversity and firm’s financial performance. We use a sample of 35 companies from five countries in Southeast Europe (Macedonia, Croatia, Serbia, Bosnia and Herzegovina, and Greece) for the period between 2008 and 2012 to find that, on average, companies with well-educated board members are more profitable and overvalued on the market. When running the regression again to test the levels of heterogeneity, we also find that the companies with more women on board tend to be overvalued on the market, while those with more foreigners on board are subject of undervaluation. The paper mostly contributes to the literature on corporate governance and board diversity. First, we postulate the impact of each of the board diversity variables on the financial performance and then show the extent of this impact and its economic interpretation. Our findings have important practitioners’ implications for corporate regulators and policy-makers since the demonstrated positive impact of the well-educated board members on firm’s financial performance gives a new impetus in building a corporate strategy that will intend to engage more people holding PhD on board.

This paper critically examines how female students at a Finnish business school understand gender in management.

The analysis is based on female students' learning diaries from a basic management course.

The findings show how students respond to the topic of gender inequality through a neoliberal postfeminist discourse. The students' discourse is structured around three discursive moves: (1) rejecting “excessive” feminism, (2) articulating self-reliant professional futures and (3) producing idealized role models through successfully integrating masculinity and femininity.

This article contributes to current understanding of the role of postfeminist sensibilities in shaping student participation in the management profession. Awareness of students' responses to gender-equality initiatives offers management educators insight into the inclusion of equality topics in teaching in ways that support equal gender socialization in the management profession.

The orthodox view about women in sport is that, when compared with males, females have always held, and will always continue to hold an inferior position in sporting achievement.

The purpose of this paper is to examine the themes of relationship between female labor force participation (FLFP) and economic growth, gender disparity in work participation; and to identify the factors which determine females to participate in labor market. The paper uses a framework incorporating a U-shaped relationship between FLFP and economic growth, gender wise wage disparity and economic, social, cultural and other factors which affects FLFP.

Thematically, the selected literature falls into three main categories: the relationship between FLFP and economic growth; disparity in work participation in terms of male and female wages; and drivers or determinants of FLFP which have been described using international documents and experiences of the different countries. The review closes by identifying gaps in the existing research base and by suggesting areas for inquiry that have been untouched and warrant further research.

The key findings emerging from this examination of literature show that the FLFP rate exhibits a U-shaped during the process of economic development. Also, there are evidences of gender pay disparity across the sectors which have been justified by documenting a large number of existing literatures. Demographic factors (including fertility, migration, marriages and child care), economic factors (including unemployment, per capita income, non-farm job and infrastructure) and other explanatory variables which include the regulatory context encompassing family and childcare policies, tax regimes, and presence of subsidized health-care for workers determine the FLFP.

This paper suggests that in order to bring equality in gender pay gap, there is a requirement of replacing the traditional value system. There is need to provide an environment in which women are encouraged and supported in their efforts, in which women have equitable access to resources and opportunities.

This paper addresses the impact of education, culture and child care subsidies on female labor participation. They positively impact FLFP and such a link has not been sufficiently addressed in prior literature.

In contrast to previous studies which document a broad-based picture of female work participation, this type of research deals with the link between economic growth and female labor participation, gender wage disparity and determinants of it which has been largely unexplored so far.