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The purpose of this study is to examine commemorative spaces on college campuses as in/effective means of enhancing the collegiate communities’ wealth of diversity.

This research is rooted in both rhetorical communication and higher education theories to maximize our study’s ability to identify potential problems and opportunities for improvement. Upon reviewing the higher education trend of creating commemorative spaces to preserve, educate and celebrate the rich history of minority groups, a case study is provided through which the authors caution about the spaces’ potential relational and rhetorical problems.

This case study reveals that the context and visual rhetoric of a commemorative space is related to its perceived message (whether intended or unintended) and utility in enhancing campus diversity.

Explanations and suggestions regarding openings for future understanding, progress and collaboration among institutions of higher education and within their student body communities are provided.

Historically Black Colleges and Universities (HBCUs) have a long history of diversity, equity, and inclusion. As we move through the twenty-first century, the color lines of persons working at and attending them is changing, creating a caramelizing of HBCUs. Therefore, this chapter identifies the challenges associated with the growing number of non-Black students and faculty at HBCUs. Furthermore, it uses the notion of “othermothering” to address those issues via ethic of care, advancement of culture, and guardian of the institute. Strategies include same- and other-race mentoring, service-learning projects, safe places for racial identity development, the divine nine, homecoming and bowl game awareness, autoethnography, HBCU e-learning series, and teaching support for teaching diverse student learners.

Researcher Highlight: Dr. Carter G. Woodson (1875–1950)

On September 22, 2010, a young man stood in distress on the New Jersey side of the George Washington Bridge not far from his home in Ridgewood, New Jersey, looking 600ft below at the Hudson River. He was ready to act on the decision he had announced just minutes before on Facebook. His first semester at Rutgers University, the State University of New Jersey, located 27 miles southwest of New York City, had brought an unexpected challenge: his roommate had streamed two live Internet videos of his intimate encounters with another man. These were very private moments, and it was simply too much to bear. Tyler Clementi jumped to his death, leaving behind broken-hearted friends and family members, and shocking an entire nation with his tragic story (Kolowich, 2010; Foderaro, 2010).

Tyler probably had no idea how his death would shed light on a serious college issue – cyberbullying. In this chapter, the authors address this issue in detail. This is done first by providing a review of relevant literature that defines cyberbullying, explaining its presence in higher education, and describing various factors that should be considered when dealing with it. The literature review includes discussion regarding key electronic resources that college students use to cyber bully, as well as various legal and judicial issues that relate to this cultural phenomenon. Following the literature review, cyberbullying is examined through a research study at Ohio University, a large public institution located in southeastern Ohio. This is accomplished by setting forth research questions and hypotheses, describing the research instrument and design, and explaining the findings from an Ohio University undergraduate student survey. The chapter concludes with suggestions that practitioners might consider implementing on campus, as well as recommendations for future research on this topic.

Historically Black colleges and universities (HBCUs) have served as the foundation of Black education in the United States and have been instrumental in the social and economic advances of the Black community since the Civil War. Students enrolled in and graduating from HBCUs develop and maintain a strong racial identity, a positive self-image, feel connected to others, and ultimately give back to their communities. HBCU students and alumni often challenge normative leadership paradigms to resist inequity and ultimately create social change. Unfortunately, HBCUs are missing from the leadership education conversations despite their historical contributions in teaching leadership and producing leaders. As such, the influence of Black colleges in the areas of social justice, leadership, and leadership development should be carefully examined by leadership educators and researchers. Using the Culturally Responsive Leadership Learning Model (Bertrand Jones, Guthrie, & Osteen, 2016), we consider the ways that HBCUs facilitate the development of students' leadership identity, capacity, and efficacy within the institutional contexts of (1) historical legacy of inclusion/exclusion, (2) compositional diversity, (3) psychological climate, (4) behavioral climate, and (5) organizational/structural aspects. Providing examples of leadership education programs, practices, and policies from HBCUs, we will explore how HBCUs develop Black students' leadership identity, capacity, and efficacy to generate our country's most capable leaders for social justice.

Historically Black colleges and universities (HBCUs) and Black Greek-lettered organizations (BGLOs) are institutions and organizations that provided African Americans with options for unification and education during years of overt racial discrimination when education and socioeconomic comforts were limited for the vast majority of Americans of African descent, and they continue to serve as support structures for African Americans today. Nevertheless, in the “postracial” era of accountability, questions surrounding the relevance of these organizations have become common discourse. While these organizations face similar narratives, HBCU and BGLO research, successes, and issues have not yet been analyzed, synthesized, or even acknowledged in significant ways. Thus, the purpose of this chapter is to promote the need for research and scholarship that explores and highlights the parallels and intersections of today’s HBCUs and BGLOs through a review literature on BGLOs and educational outcomes.

This study investigates the perceptions of leadership of African American undergraduate males who attend a predominately-White institution in the Southwest after participation in a leadership development program. Research concerning African American undergraduate males in education has been from a deficit-orientated narrative and focused primarily on academic achievement or lack of involvement, with little attention paid to African American males performing leadership. As society continues to focus on graduation and college attendance by African American males, it is important to explore African American undergraduate male leadership as a viable method to engage and influence graduation and attendance. This study examines the way in which African American undergraduate males make meaning and define leadership. Results indicated that African American undergraduate males defined leadership as either leader behaviors or specific characteristics that leaders possess. The study indicates a need for leadership educators and student affairs professionals to develop and implement a common language concerning leadership with student leader

Papandreou and the Pan‐Hellenic Socialist Movement (PASOK) are committed to bring about change in Greek society, but they must decide how much change, and how quickly that can be accomplished without hindering the party's chances for electoral victory. Data drawn from two separate surveys covering, respectively, relevance of three types of issues (foreign policy, civil liberties and economic policy) on the voting of Greeks, and Greek attitudes towards EEC membership/unification of Western Europe, suggest that the leftist parties in Greece are supported in large part by those who do not favour strong ties with the West. The influence of the US inside Greece cannot be easily limited, and successful pursuit of an interdependent and multidimensional foreign policy, limiting Greece's dependence on the West (especially the USA) is not easy to achieve. Papandreou faces problems from the right, who do not favour his measures of change, and from the extreme left, who feel he is reneging on promises; he needs to maintain his electoral support while at the same time trying to limit international conflict.