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The purpose of this chapter is to share the varied experiences the two authors encountered as first-generation college students and scholars in higher education. The goal is to provide insight into how minoritized students, particularly those who identify as Black, Black American or African American, can successfully navigate the doctoral process, be competitive on the faculty job market as newly minted PhD‘s, and navigate the tenure and promotion process. One perspective follows the traditional (tenure track) faculty career progression. Another perspective suggests creating your own path, considering administrative roles, research appointments, and non—tenure track teaching roles. This chapter will be largely autobiographical, with augmented supplementation from empirical research. The implications and lessons that will be shared in this chapter are beneficial to all students and young scholars as they embark upon similar trajectories in their professional and academic careers.

In this chapter, we overview different neuroenhancement techniques that could be applied for accelerating the learning process in a number of tasks that are associated with occupational roles. The techniques range from: (1) pharmaceutical and invasive methods with limited applicability to the healthy population, due to possible side effects and obtrusiveness; (2) game-based brain training that shows task-specific potential, but may not generalize; and (3) a promising new research direction in which the goal is to “train” the brain to reach an optimal cognitive state for performing a given task, and remain in this state by self-regulation. However, in order to accomplish this goal of brain training, the neurological markers that best discriminate good task performance need to be identified. We also review a number of initial studies in this chapter which have analyzed such markers in a variety of training-related applications for different occupations, such as military/security (e.g., marksmanship, deadly force judgment and decision making, submarine piloting and navigation, phishing detection), medicine (e.g., robot-assisted surgery), banking (e.g., financial traders), sports (e.g., golf, archery, and baseball), or entertainment (e.g., musicians and actors). The promising results of these early studies are fueling interest in neuroscience-based technology and methods in the rapidly developing field of organizational neuroscience (e.g., leadership research). We conclude the chapter with a discussion of future research directions.

The Wicked Queen in both the Grimm and Disney versions of Snow White exists as a cautionary tale of female vanity. Despite these nefarious beginnings, contemporary versions of the character in children's and young adult fiction reimagine the Wicked Queen as pitiable. She is still a villain, but her actions are explained as the result of loneliness, parental abuse, and a persistent belief that she is not beautiful enough to be worthy of love. This change in the Wicked Queen's motivations from innate to circumstantial is reflected in the tagline for Valentino's Disney Villains series, ‘Evil Is Made, Not Born’. My reading of these new sympathetic depictions of the Wicked Queen builds on Cristina Santos's discussion of patriarchy and reproduction, as well as other critical discussions of fairy tales and gendered bodies. Focusing specifically on the magic mirror as metaphor, I discuss these new depictions of the Wicked Queen in the context of body dysmorphia. While these novels undo the good/bad and maiden/crone dichotomies of the fairy tale, these readings also shift much of the blame for the Wicked Queen's actions from innate failings of her gender (vanity) to the cultural structures surrounding female body image (dysmorphia). As contemporary reworkings of fairy tales seek to disrupt these narrative patterns and move away from harmful portrayals of gender, sexuality, aging, and physical disability, they risk falling into existing patterns linking mental illness to violence or evil.