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There is considerable public and private attention directed toward the current social, political and economic status of African American males in the United States. As a group, African American males place last on most positive indicators and first on most negative indicators. These facts, at first glance, might be alarming on their own, though first and last are expected parameters in descriptive statistics. What is highly alarming is the size of the gap between African American males and other groups on various indicators, and the consistency in which African American males are in a negative position and the painfully slow progress that we as a nation are making toward correcting the situation, and “correcting” is used loosely. The status of African American males is considered from an education economics point of view and a strategy for reversing disturbing trends for this group is presented. Significantly, science, technology, engineering, and mathematics (STEM) disciplines are long-standing contributors to the economic development of the nation. Although some African American males are educationally and professionally successful in STEM careers, African American males' proportions pale in comparison with other groups. Effective mentoring strategies are offered as a means for increasing the success rate in these rigorous fields and ultimately reversing the current trends regarding the condition of African American males in the United States.

Increasing the science, technology, engineering, and mathematics (STEM) workforce is a national priority. This discourse recognizes that everyone who graduates from college must first have highly qualified teachers all along the elementary and secondary pipeline. Therefore, considerable attention is given to STEM educators. Like those who enter STEM disciplines with the intention of enjoying successful careers as practitioners, there are those who value the profession of teaching. The same problem with swelling the presence of skilled STEM practitioners is apparent in swelling the presence of STEM educators. In both cases, these small populations are not diverse; women of color are woefully underrepresented. Given the age when demands of professional accountability are excessive (even punitive), electing a career in education is not generally a first choice. Nonetheless, there are women of color who not only choose to teach, but also choose to teach in the some of the most cognitively challenging content areas. This chapter used qualitative research methods to understand how African American female undergraduate student come to select and persist in a STEM teacher preparation program.

Purpose – We use data from the United States and Finland, a literature review, and historical analysis to understand the concept and role of cool within global consumer culture.

Methodology/approach – This is a conceptual review and qualitative analysis of data from depth interviews, journals, and online discussion groups in two U.S. locations and one Finnish location.

Findings – Cool is a slang word connoting a certain style that involves masking and hiding emotions. As cool diffuses we find that it is both distilled and diluted. The concept itself has also evolved. What was once a low-profile means of survival and later a youthful rebellious alternative to class-based status systems has become commoditized.

Research limitations/implications – The study has been conducted in two cultures with a limited range of ages thought to be most susceptible to the appeal of being cool.

Practical limitations/implications – Marketers may not yet have exploited cool as effectively as they have exploited sex, but mainstream consumers now look for cool in the marketplace more than within themselves. The result is a continuous race to offer the next cool thing.

Originality/value of chapter – It is argued that coolness is a new status system largely replacing social class, especially among the young.

The study explores factors affecting workplace–mentoring relationships of young female faculty members and their department chairs.

The author used a qualitative interview research design to answer the research questions of the study. Semi-structured interviews of ten female faculty members from Nur-Sultan, Kazakhstan were analyzed with the help of thematic coding and its interpretation.

The study suggests implementing women-only formal mentorship programs with Kochan's (2013) cultural framework for an organizational culture change. The reason is that study provides some insights into the traditional values that underpin age and gender biases in the professional community of Kazakhstani academia. However, but the results differ for participants who are informally mentored by department chairs with modern values. The author acknowledges that the small sample limits the findings and it's interpretation. Hence more research in the interdisciplinary field of gender, education and workforce in the context is required.

The study presents new evidence to support existing Western research on factors influencing workplace relationships and mentorship for young female faculty members. This empirical research adds on findings to the existing data from the Central Asian context, particularly to the sector of women studies and organizational culture in higher education institutions.