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A threefold approach is taken to provide understanding about the experiences that women of color have faced in their entry and upward advancement into administration in higher education institutions. The three overarching frameworks are historical, sociological, and organizational or institutional. The historical approach divides the chapter into three parts: the past (1960–1989), the present (1990–2010), and the future (2010 and beyond). Within these three time periods, major societal forces at work (during the specific time frame) will be used to help explain the extent and type of access women of color had within society's formal institutions. Since specific focus of the book/volume is on women of color in higher education, the third major tread is to reveal what and how university and colleges did to provide greater access and upward mobility for women of color or how such institutional action helped to impede.

Part I: The past shows that since and due to the Civil Rights Movement, women of color were preoccupied with access into higher education as students, faculty, and administrators. The past could rightly be termed the age of Tokenism (1960–1989). During the start, there were too few qualified women of color to be competitive for entry into faculty roles, let alone administrative positions. However, scarcity in numbers does not provide a full picture as to the slow access and low numbers. Instead, society's view was faulty, overly simplistic, and its intervention strategies hurt more than helped the situation. Particularly, the general thinking was that institutions were fair and okay, the problem lay with persons of color; they were disadvantaged in many ways, so they could not compete adequately. However, this one-sided view was biased and placed many unnecessary barriers for women of color and maintained favoritism and control for white males.

Part II: The present (1990–2010) demonstrates that progress by institutions of higher education (IHEs) to include women of color into administration was better but still unnecessarily slow and remained inadequate. While the initial strategies of affirmative action and blaming the victim for their plight were insufficient in the past, dynamics in society changed drastically in the present stage. Primarily, business in the United States, because of world competition, looked inward and out of necessity fundamentally reengineered itself. This one sweeping social dynamic caused traditionally discriminated groups to call for higher education to examine itself. In so doing, institutional racism was exposed and emphasized. No longer were women of color having to fit the white male mode for acceptance, and the customary “rites of passage” were questioned and altered, along with other practices. With a larger qualified pool of women of color due to past efforts, and to a larger extent a more level playing field in higher education, women of color enhanced their status. More importantly, the stage is now set for a much brighter future.

Part III: The future promises to be better for all: women of color, higher education, future generation of students, and society. Even though the conditions higher education institutions are facing are more difficult and the negative trends likely to persist, women of color can make great advances provided they capitalize on the events and assume some different roles. Specifically, it is proposed that women of color should actualize their natural leadership styles of participatory and transformational; they act as agents of change; and make a concerted effort to mentor and network younger women of color. Underlining the promise of a better future is that women of color know how to overcome hardships and they are better able to redesign institutions, change outdated practices, and shape the future of IHEs to fit the new paradigms. To date, on a microlevel this is what they have done to be personally successful, surely they can work on the macrolevel to make for stronger and effective IHEs.

Because schools have historically failed to educate satisfactorily students of color, dynamic leadership is required to focus on pedagogy (teaching & learning), thoroughly knowing student population served, expanding beyond learning to serve community needs and building a support network and partnerships. In short, innovative leadership that will design and bring about new educational curricula and organization will be proposed. New paradigms from educational leaders are necessary.

This volume's title, Women of Color in Higher Education: Turbulent Past, Promising Future, suggests women of color have endured a tumultuous past, given their historical experience with discrimination as a result of both racism and sexism in the United States. Collectively identified as African American, Asian/Pacific American, Hispanic/Latina, and Native American women in the United States, women of color share membership in marginalized groups and they experience varied forms of discrimination in their efforts to fully and equally participate in society (Lloyd-Jones, 2011). Discussions of these injustices and their effects are included in chapters throughout the volume. The chapters feature relevant experiences specific to women faculty and administrators of color in higher education. These include examinations of the progress of women of color in academia, as demonstrated by their increased (but still underrepresented) presence in senior-level administrative and faculty positions, and suggestions for a more inclusive academic environment for women of diverse racial and ethnic backgrounds. The compilation of chapters in fact, provides conceptual, empirical, and reflective knowledge implicitly revealing the “present” status of women of color in predominantly White institutions of higher education. Many of the contributors provide implications and recommendations for a “promising future” in their chapters.

As the primary target of the school reform movement, urban education remains the most difficult to assess and repair. Indeed, the crisis evident in urban school systems mirrors many of the problems found in big cities themselves — poor economic conditions for schools and families, personnel shortages and high turnover rates, improper facilities and materials, and political struggles over issues of structure and control. This book analyzes the problems effecting urban schools and their students and some of the efforts that have been developed to make these schools more accountable and effective.

Jean Lau Chin, Ed.D., ABPP, is professor at Adelphi University in New York. She has held leadership positions as dean, Adelphi University; Systemwide Dean, California School of Professional Psychology at Alliant International University; President, CEO Services; executive director, South Cove Community Health Center; and codirector, Thom Child Guidance Clinic. Her work on diversity, leadership, and women's issues has been extensive including a recent Special Issue on Diversity and Leadership in the American Psychologist. Among her many awards for her work is Distinguished Leadership in Education, Organization of Chinese Americans, Long Island.

To address the safety concerns generated by truck crashes occurred in big cities, this paper analyzes the zip code tabulation area (ZCTA)-based truck crash frequency across four temporal intervals – morning (6:00–10:00), mid-day (10:00–15:00), afternoon (15:00–19:00), and night (19:00–6:00) in New York City in 2010. A multivariate conditional autoregressive count model is used to recognize both spatial and temporal dependences. The results prove the presence of spatial and temporal dependencies for truck crashes that occurred in neighboring areas. Built environment attributes such as various types of business establishment density and traffic volume for different types of vehicles, which are important factors to consider for crashes occurred in an urban setting, are also examined in the study.

Many jurisdictions fine illegal cartels using penalty guidelines that presume an arbitrary 10% overcharge. This article surveys more than 700 published economic studies and judicial decisions that contain 2,041 quantitative estimates of overcharges of hard-core cartels. The primary findings are: (1) the median average long-run overcharge for all types of cartels over all time periods is 23.0%; (2) the mean average is at least 49%; (3) overcharges reached their zenith in 1891–1945 and have trended downward ever since; (4) 6% of the cartel episodes are zero; (5) median overcharges of international-membership cartels are 38% higher than those of domestic cartels; (6) convicted cartels are on average 19% more effective at raising prices as unpunished cartels; (7) bid-rigging conduct displays 25% lower markups than price-fixing cartels; (8) contemporary cartels targeted by class actions have higher overcharges; and (9) when cartels operate at peak effectiveness, price changes are 60–80% higher than the whole episode. Historical penalty guidelines aimed at optimally deterring cartels are likely to be too low.

Given the prevalence of protecting geoheritage tourism sites, Ladakh has enormous potential. However, Ladakh’s potential and developments in its growth as a geotourism destination have received scant consideration. As such, this paper aims to explore Ladakh’s key drivers as a potential geotourism destination through cognitive dissonance and protection motivation theories.

This paper conducted in-depth interviews with 86 geoscientists and tourism professionals to assess Ladakh’s potential as a geotourism destination. This paper used a qualitative approach to congregate four constructs based on the image difference of the consensus map.

Because of the interviewees’ heterogeneity and uniqueness, meaningful constructs in the consensus were included for each figure and cloud words. This paper concluded that four drivers are the main forces behind geotourism development.

This paper explores the drivers – geotourism services, legislative requirements, experiential geotourism and SPARC (scientific, preservation, aesthetic, recreational, cultural) values – affecting geotourism in Ladakh. It is feasible to lessen the negative effects of overtourism and make sure that Ladakh’s distinctive nature is preserved for future generations by implementing sustainable tourism practices.