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The author of this chapter is a former college professor. Sandwiched around his time in the academy, he has spent time as a K-12 educator. The author explains how he suffered horrific racism and mistreatment during his time in higher education. He filed a massive complaint (over 30 pages excluding supporting documentation) that he believes cost several people their jobs including the then Departmental Chair. At the time of his hiring, the university was going through reaccreditation and had been cited for a lack of racial, ethnic, and geographic diversity as well as a low percentage of full-time faculty with earned doctorate degrees. The author believes with his hiring the university could check off all those boxes in regards to racial diversity. The author believes the university's intent was never for him to succeed; but rather the intent was to have the optics of diversity during the reaccreditation process and then unceremoniously separate him from the university.

The author believes he won in many ways but may never gain employment in academia again. With this chapter, the author hopes to help other Black male academics to avoid the pitfalls and mistakes he made.

The Scopes Monkey Trial is a landmark court case in American history and has often been referred to as “The Trial of the Century.” It provides a curricular platform for understanding changes in American society, populace tensions with shifting social and moral views, gaps in economic prosperity, and the outcomes of urbanization. Studying this pivotal and historical trial – along with the context surrounding it – offers readers a dynamic lens to view powerful social and cultural insights at the beginning of the twentieth century. Additionally, academic freedom issues, which have a history in our nation's courts, (Patterson & Chandler, 2008) as well as current dialogue among educators (see the November/December issue of Social Education), and are at the very center of the Scopes Trial, require critical examination. Most importantly, it exemplifies the type of interdisciplinary content social studies educators should be promoting, a goal of 21^st Century Teaching and Learning and Common Core Standards. In this article, we provide a brief historical context setting the stage for the Scopes Monkey Trial, a daily synopsis of significant points in the trial, a rationale for teaching the Scopes Trial, and instructional teaching resources with particular emphasis on books, DVD/media, and web-based materials.

Bad News for Outlaws: The Remarkable Life of Bass Reeves, Deputy U.S. Marshal tells the story of the Deputy U.S. Marshal and former slave, Bass Reeves. Before reading, students will confront stereotypes they may have about the Old West. As they read the text, students will be encouraged to make text-to-text connections on how the Old West may be portrayed in other sources. A graphic organizer paired with a discussion will highlight student connections, understandings, questions, and reactions to the text. Lastly, students will create and share obituaries, honoring Bass Reeves’ accomplishments as an active citizen and his dedication to justice and equality.

The purpose of this paper is to provide a case study of the establishment and development of a minor program in Sustainable Development in Tongji University, China, and how it contributes to embedding sustainable development into higher education system as an alternative platform for researchers and students to involve in a transdisciplinary teaching and learning process.

This case reviews the institutional setting and the different studying models and requirements for postgraduates and undergraduates. Postgraduate students have to take four core courses, select one module with four themed courses (4 + 4 fixed) and complete a transdisciplinary essay, and undergraduates can choose any three courses in all modules apart from the four core courses (4 + 3 open), with a transdisciplinary group project.

The development of the minor program reveals the popularity and decline of different modules, because of the popularity of the schools and institutes behind them, the university legacy and the media influence. The program design spurs transdisciplinary thinking on sustainable development but brings about challenges including time conflict with students’ major study. In conclusion, this program explores alternative education practices in embedding sustainable development in education system, contributing to and reflect on Education for Sustainable Development and the education reform in China.

The case presents a unique way of implementing Education for Sustainable Development in higher education system, in which minor education stands between formal and informal curriculum to tackle the barriers in undertaking sustainable development initiatives in curricula, through nurturing the culture and providing organizational support.

There is an increasing interest in integrating sustainable development into higher education curricula to increase young graduates’ agency in addressing sustainable development goals (SDGs). Education for sustainable development (ESD) involves raising awareness of opportunities to create local solutions, a willingness or desire to construct those solutions, and the organizational skills to implement these solutions in context. As these courses are integrated into academic curricula, students must learn practical-ends driven skills in ways compatible with existing academic standards frameworks oriented toward theoretical understanding. These can lead to very different pedagogical orientations (theoretical and practical), one reason that could explain the relatively limited uptake of ESD within higher education to date. The authors develop a model by which a single educational experience could help to bridge between these two orientations. The authors use a single study of an example of student volunteer projects where students spend 2–4 months working on a knowledge transfer project to the global south, oriented toward solving the SDGs. The authors reflect on tensions, problems, and solutions in producing graduates oriented to tackling urgent contemporary societal issues, while gaining valuable personal development experience.

We discuss the value of a Bachelor’s Degree in Entrepreneurship. We do this in part by responding to some of the most common criticisms for the perceived shortcoming of the degree. Some of the issues addressed include the benefit of a major over a minor; the advantage of experience versus education; and the degree’s effectiveness in preparing students for an entrepreneurial career. We base most of the responses on our experiences at Loyola Marymount University. We conclude by pointing out that the Entrepreneurship degree can serve as a powerful foundation for the right type of students.

Socially responsible leadership (SRL) is a “purposeful, collaborative, values-based process that results in positive social change” (Komives, Wagner, & Associates, 2009, p. xii).This approach to leadership focuses on creating leaders that are capable of tackling the predicted wicked problems the world will face in the next few decades. As the number of leadership education programs continue to grow throughout higher education, it is important to assess the impact leadership education and co-curricular programs are having on students. Utilizing the Multi- Institutional Study of Leadership, this study aimed to better understand whether higher education leadership development, community service and study abroad programs are successfully developing students with self- perceived socially responsible leadership.

Grounded in ethnic identity theory, critical race theory (CRT) and critical discourse analysis (CDA), this chapter’s objective is to demonstrate the role of news media in the (mis)construction of the identity formation of undocumented youth and the resulting implications of this (mis)construction within the field of education. This study uses mixed methods that include a CDA of Spanish and English language evening television news reports about the Development, Relief, and Education for Alien Minors Act of 2010, and qualitative analysis of interviews with undocumented youth. The implications for undocumented youth traverse from greater society and into schools, and we argue that education leaders must actively challenge and disrupt the (mis)constructions in direct and intentional ways. We provide a theoretical argument and practical steps for how education leaders can support undocumented youth in their communities.

The purpose of this paper is to analyse the relation between occupational segregation and the gender wage differences using data on three-digit occupational level of classification. The authors examine whether a statistically significant relation between the share of men in employment and the size of the unexplained part of the gender wage gap exists.

Traditional Oaxaca (1973) – Blinder (1973) decomposition is performed to examine the differences in the gender wage gaps among minor occupational groups. Two types of reweighted decomposition – based on the parametric estimate of the propensity score and non-parametric proposition presented by Barsky et al. (2002) – are used as the robustness check. The analysis is based on individual data available from Poland.

The results indicate no strong relation between occupational segregation and the size of unexplained differences in wages. The unexplained wage differences are the smallest in strongly female-dominated and mixed occupations; the highest are observed in male-dominated occupations. However, they are probably to a large extent the result of other, difficult to include in the econometric model, factors rather than the effects of wage discrimination: differences in the psychophysical conditions of men and women, cultural background, tradition or habits. The failure to take them into account may result in over-interpreting the unexplained parts as gender discrimination.

The highest accuracy of the estimated gender wage gap is obtained for the occupational groups with a similar proportion of men and women in employment. In other male- or female-dominated groups, the size of the estimated gender wage gaps depends on the estimation method used.

The results suggest that decreasing the degree of segregation of men and women in different occupations could reduce the wage differences between them, as the wage discrimination in gender balanced occupations is the smallest.

To the best of the authors’ knowledge, this study is one of the few conducted at such a disaggregated level of occupations, and one of few studies focused on Central and Eastern European countries and the first one for Poland.