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This chapter provides an analysis of the plight of African American women leaders as they journey to the superintendency. African American women remain largely underrepresented in the superintendency. Although the number of women superintendents has increased over the years, the superintendency remains a male-dominated field and African American women remain in the minority. Consequently, African American female superintendents must overcome many obstacles such as racial and gender stereotypes, caustic work environments, and restricted access to opportunities. Critical to dismantling the underrepresentation of women superintendents is the role of mentorship and hiring practices on the recruitment and retention of Black women superintendents. Mentorship is an essential strategy in weathering these barriers. African American women also deserve a voice in the hiring practices of school districts. Further, when marginalized groups, such as Black women, are placed at the center of hiring discourses, hidden paradigms and vestiges of discrimination will be unearthed to unify efforts to provide increased opportunity and positive workplace environments. These efforts have implications for research and practice in the area of mentorship and hiring to amplify the voices of African American women superintendents and presence in the superintendency.

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.

Presents the findings of Millward Brown’s international study of the relationship of the youth generation with brands, using these findings to give marketers advice on how to connect with young people. Emphasises how much more grown up are today’s tweens (8 to 14 year olds) than previous generations, and the opportunities this gives to marketers. Discovers that tweens not only influence the brands they buy for themselves but also expensive family purchases. Examines how brand loyal they are, finding that brand loyalty increases sharply at the age of ten and peaks at around 30. Outlines the brand pyramid, with the strongest bonding of consumer to brand at the top, and assesses the importance of peer pressure in determining brand loyalty, including the “fish‐streaming” phenomenon (in which younger children wish to use the brands that teens do). Discusses whether brand loyalty is a lifetime relationship, and how some brands like McDonald’s successfully segment their markets to appeal to all ages.

This paper aims to understand the factors of the exchange relationship that influence a target-partner’s decisions to adopt virtual governance strategies.

Hypotheses are tested using an online panel of 259 key informants from manufacturing firms that sell goods to retailers. Data are analyzed using structural equation modeling.

The study confirms the hypotheses that the target partner’s trust in the initiating partner is a significant driver of supply chain management system (SCMS) adoption intention. While trust fully mediates the adverse effects of technological uncertainty on adoption intentions, asset specificity directly influences both trust and adoption intentions. Additionally, the initiating-partner’s incentive orientation mitigates these effects and encourages SCMS adoption.

This paper contributes to the study of virtual governance and interorganizational adoption decisions in two primary ways. First, it elucidates the relationship between transaction costs and relational norms. Second, it examines the role that the shadow of past incentives has on the target-partner’s decisions to electronically integrate with the initiating partner.

The findings from this study contribute to the virtual governance and interorganizational technology adoption literature by demonstrating the relevance of characteristics of the exchange relationship in the target-partner’s decision to adopt the SCMS technologies necessary for electronic integration. This study provides a better understanding of the function of transaction costs and relational norms that paves the way for further exploration of the choice to adopt virtual governance strategies.

Given that SCMSs enable virtual governance, the findings of this study make important contributions to understanding how transactional and relational elements of the exchange relationship influence a target-partner’s decisions to participate in vertical control strategies with an initiating-partner.

The facilitation of learning of leadership for social justice involves experiences which go beyond awareness (Cambron-McCabe & McCarthy, 2005; Jean-Marie et al., 2009). Brooks and Miles (2008) contend “awareness of social injustices is not sufficient, school leaders must act when they identify inequity. School leaders are not only uniquely positioned to influence equitable educational practices, their proactive involvement is imperative” (p. 107). However, if school leaders have not been exposed in their preparation programs on the “need to, why, and how to act,” they will struggle to challenge inherent practices when they are in school leadership positions. To build capacity for school leaders to take socially just actions, learning experiences about social justice should include critical literature and research that interrogate the principles of equity, access, and equality that vehemently shed light on school practices.

As school leaders across the world wrestle with ways to think about, respond to, and act upon social justice, this chapter provides a way for school leaders to think about what it means to lead for social justice in schools. The chapter offers a template to ground school leaders in socially just practices. The authors contend those interested in leading schools do not need to wait for external agencies to take actions that align with their beliefs and vision to serve school communities in socially just ways. School leaders have the capacity to demonstrate their convictions and commitment to foster meaningful change. The authors suggest such changes promote opportunities to frame a new common discourse in educational leadership: pursuing a new vision for leading for social justice in schools.

THE CARETAKER shook her wild grey curls and stuck the candle end in the whisky bottle. That was all the light the library could afford, she said. But when I said They must have afforded the whisky, she gave me a very odd look.

Education policies in the United States reinforce social stratification by prioritizing and normalizing middle-class whiteness in schools (Leonardo, 2007; Picower, 2009). The teacher labor market has also become more feminized, making white middle-class women paragons of exemplary educators (Rury, 1989; Tolley & Beadie, 2006). These sociopolitical and historical factors continue to play out in the current U.S. education workforce where 80% teachers are white and 76% of teachers are female (Hussar et al., 2020). Meanwhile, student demographics are shifting with students of color comprising over 50% of the public student population (de Brey et al., 2019). Diversifying the educator pipeline is a well-documented strategy to improve educational outcomes for all students, specifically students of color, and to achieve greater equity and inclusion in public education. However, the retention and promotion of educators of color remains a critical and complex issue.

Thus, looking at the intersection of race and gender in the education workplace, the purpose of this chapter is to highlight the experiences and expertise of women K-12 educators of color to identify best practices for career development. Applying Psychology of Working Theory (PWT) and utilizing modified meta-synthesis methodology, the chapter highlights the experiences of Black, Latinx, Asian American, and Indigenous/Native American women K-12 principals and superintendents to (1) thematize and conceptualize how women of color define their work in education spaces through a PWT lens and (2) understand how PWT themes can illuminate ways to build more diverse and inclusive career pathways for women of color leaders.