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This paper explores the National Study on Women in Higher Education and Student Affairs.

It includes a collectively written diary, archives, focus groups, and interviews with a diverse group of women leaders from across the country. The women are diverse in terms of their self-identified race, class, age, sexual orientation, position on college campuses, and additional identities.

The author’s feminist approach to the review of these materials highlights notions of pay inequity, intersectionality of identities, and the power of women’s groups in educational settings.

The author’s research identifies areas critical to intentional change in educational policy and programs that have the potential to increase access and equity for women in higher education.

This chapter analyzes data from a five-year case study of a secondary school undergoing turnaround, supported by a federal School Improvement Grant. The findings explore how neoliberal policies perpetuate structural inequities in the day-to-day activities of schools by describing how district choice and accountability policies marginalize students of color in low socioeconomic positions. Findings explore the challenges faced by school leaders in a neoliberal policy context and highlight the importance of policy context in a successful improvement effort. The complex web of neoliberal polices of choice and accountability led to lower enrollment, which decreased the school's base funding and led to a greater proportion of students with skill gaps, significant socioemotional needs and students in need of special education services. For school improvement to be successful and to close the opportunity gap, leaders must dismantle and disrupt racist systems and structures bolstered by neoliberal policies.

This chapter draws on developmental intergroup theory, parental ethnic-racial socialization literature, anti-bias curricula, and prejudice intervention studies to address the appropriateness of discussing race and racism in early childhood settings. Existing literature about teacher discussions surrounding race and racism is reviewed, best practices are shared, and the need for more research in this area is highlighted. The construct of parental ethnic-racial socialization is mapped onto early childhood anti-bias classroom practices. The chapter also outlines racial ideologies of teachers, specifically anti-bias and colorblind attitudes, and discusses how these ideologies may manifest in classroom practices surrounding race and racism. Colorblind ideology is problematized and dissected to show that colorblind practices may harm children. Young children’s interpretations of race and racism, in light of children’s cognitive developmental level, are discussed. Additionally, findings from racial prejudice intervention studies are applied to teaching. Early literacy practices surrounding race and racism are outlined with practical suggestions for teachers and teacher educators. Moreover, implications of teacher practices surrounding race and racism for children’s development, professional development, and teacher education are discussed.

Global virtual teams (GVTs), also known as transnational or distributed teams, are increasingly common as organizations strive to maintain a global presence, find top and diverse talent, and cope with economic constraints. Despite increasing adoption of GVTs, there is a dearth of research addressing whether GVTs are an effective coping strategy for dealing with the world economic crisis and if there are unintended negative consequences on employee well-being as a result of their use. Thus, a focal question guiding the development of this chapter is whether or not GVTs are a sustainable solution for organizations? In this chapter we present a generic framework depicting the cycle by which macroeconomic demands impose changes on organization's structures, which trickle down to the level of the individual who has to cope with the demands the new structure has imposed. We discuss GVTs as an intervention (or cure) for organizations’ dealing with the current world economic crisis and how this organizational intervention inevitably becomes the context (or cause) for the kinds of stressors or demands employees face.

This chapter will explore how different feminist theories and theorists have informed what counts as research, what is defined as a research issue, and methodological approaches to research in higher education. It will consider the theoretical and methodological tools feminist academics have mobilized in order to develop more powerful explanations of how gender and other forms of difference work in the relation to the positioning of the individual, higher education and the nation state within globalized economies. It pays particular regard to the feminist political project of social justice.