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This chapter details how local racial contexts and educators’ readings of those contexts shape actions they took in sponsoring Black students. Sponsorship was understood as the process in which agents provide, stymie, and/or enhance access to valued resources. The author utilized data collected during a yearlong ethnography of two high schools – one urban and the other suburban – both within a metropolitan Midwestern city. Findings from the study highlighted that teachers’ involvement in sponsorship was shaped by how they understood local racial disparities and contrasting views of equality. First, teachers noted residential segregation patterns as evidence of past and present manifestations of systemic racism that disadvantaged Black students. Second, they relied on their knowledge of racialized educational disparities to shape equitable actions. Third, teachers employed a restrictive equality approach to argue that access to high-performing schools was enough for some Black students in order to neglect modifying assignments. The need exists for researchers to examine complexities of sponsorship and how racism (re)shapes actions sponsors take toward fostering Black student academic success. Additionally, it is important for teachers to deepen their understanding of systemic racism and its manifestations within particular localities.

This chapter critically analyses the current participation of Indigenous Australian students in higher education and identifies new directions for seeding success and enabling Indigenous students to flourish in higher education contexts.

Statistical reports, government reports and the scholarly literature were analysed to elucidate the nature of participation of Indigenous students in higher education, identify strategies that are succeeding, identify issues that need addressing and explicate potentially potent ways forward.

The findings have important implications for theory, research and practice. The results of this study demonstrate, that while increasing numbers of Indigenous Australian students are accessing higher education, they still are not participating at a rate commensurate with their representation in the Australian population. The findings also suggest new ways to enable Indigenous Australians to not only succeed in higher education, but flourish.

The findings imply that more needs to be done to seed success in increasing the numbers of Indigenous Australian students in higher education to be representative of the population and ensuring participation in higher education enables Indigenous students to succeed and flourish. The findings also imply that there is a dire need for further research to identify key drivers of success.

The study supports the need for increasing the number of Indigenous Australians participating in higher education and enhancing higher education strategies to enable Indigenous students to succeed and flourish.

Enhancing the participation of Indigenous students in higher education internationally can help to contribute to the well-being of individuals, Indigenous communities and nations.

This chapter provides an up to date analysis of the nature of Indigenous Australian participation in higher education and identifies potentially potent new ways forward to seed success that have international implications.

We examine variation in high school and college outcomes across New York City public high schools. Using data on 80,000 students who entered high school in 1998 and following them into the City University of New York, we investigate whether schools that produce successful high school students also produce successful college students. We also explore differences in performance across sex, race, and immigration, and we briefly explore selection issues. Specifically, we estimate student-level regressions with school fixed effects, controlling for student characteristics, to identify better and worse performing schools based on state mandated exams, graduation, and college performance.

School marketing and its contribution to school success is a controversial issue in education, and although marketing activities are taking place in schools, they are usually not recognized as such. Relationship marketing (RM), collaborative interactive relations that enlist partners in loyal and supportive long-lasting connections, is no exception. By studying five successful Israeli schools, this study aims to reveal how successful school principals engaged in RM and contributed to their school's success. An “ideal type” of RM was extracted from the data, showing that good RM starts with a key event, develops under enabling conditions, and brings about the desired outcome along with additional consequences. It concludes that successful school principals, like Molière's protagonist who has unwittingly been speaking prose all his life, create RM in their ongoing work without terming it this way, and that this RM contributes to school success. Theoretical and practical implications are presented in the discussion.

School counselors are committed to serving students' social-emotional, postsecondary, and academic needs while they navigate primary and secondary school (American School Counselor Association, 2019). Much has been said about the ways in which school counselors can impact postsecondary outcomes and social emotional health. It is important that we also address the ways school counselors can impact positive academic outcomes as it is intertwined in postsecondary options and success. For Black males, academic success has traditionally been met with systemic barriers (i.e., school-to-prison pipeline, lower graduation rates, lower incomes, higher unemployment rates, and lower college going rates (National Center for Edcuation Statisitics, 2019a, 2019b, 2020a, 2020b) and low expectations. School counselors are charged to be leaders and change agents for social justice and equity in our schools by the American School Counselor Association (ASCA, 2019) and can impact systemic change. This chapter will explore ways in which school counselors can impact positive academic outcomes for Black males. School counselors as change agents and advocates are positioned to make a real impact for Black male academic success. The authors will also provide some recommendations and best practices for elementary, middle, and high school counselors as they work with students, teachers, and families from an anti-deficit model as outlined by Harper (2012).

In this chapter, we begin by exploring the lessons learned from studies of teachers’ expectations for student behavior, being with early inquiry conducted following the Education for All Handicapped Children Act (P.L. 94-142) of 1975. Next, we explore the expanding knowledge base following reauthorization of the Individuals with Disabilities Education Act (IDEA, 1997), the Individuals with Disabilities Education Improvement Act (IDEIA, 2004), and No Child Left Behind Act (NCLB, 2001) as the field increasingly emphasized inclusive programming and supporting access to the general education curriculum, called for academic excellence for all students, and focused on systems-level perspectives for teaching behavioral expectations. We summarize lessons learned from these bodies of knowledge, focusing attention on key findings and existing limitations of the studies conducted to date. We conclude with implications for educational research and practice, with attention to how lessons learned regarding teacher expectations for student performance can (a) facilitate inclusive programming for students with disabilities, (b) support school transitions, (c) inform primary prevention efforts and targeted supports, and (d) inform teacher preparation programs.

There is a long history of school failure for Aboriginals¹ in the U.S. educational system. Culturally relevant/responsive pedagogy affords opportunities for Aboriginal students to achieve academic success through building upon their cultural heritages and Native ways of knowing. School systems adopting this pedagogy empower Indigenous students to connect with essential knowledge for academic success in today’s world. This enhanced pedagogy creates classrooms of involvement that promote Aboriginal students’ achievement. Preservice teachers employing this pedagogy will experience success with their Indigenous students and learn about Aboriginal communities, lifeways, and values. Mutual respect is engendered as long-perpetuated negative stereotypes of Native Americans are undone. Culturally relevant/responsive pedagogy can be tailored to specific populations by incorporating their own Aboriginal knowledge, languages, and practices into teaching praxis.

The role of parental involvement in their child’s education and academic success has been widely acknowledged in recent educational theories, policies, and practices. Parental beliefs and expectations concerning their child’s learning and success have been shown to be reflected in the parents’ involvement in their child’s education and their practices with their offspring, thereby shaping the child’s motivational development in school. In addition, parental trust in their child’s teacher is a key factor in enhancing the home–school partnership and in supporting a child’s academic motivation and successful schooling. However, political, economical, and technological changes in society and uncertainty about the future may present several challenges for raising children in the twenty-first century. The aim of this chapter is to present recent theories and empirical research focusing on the role of parental beliefs, expectations, and trust in their child’s teacher in supporting children’s interest in learning, self-concept of ability, and achievement behaviors in the challenging and unpredictable future. We will also reflect on how the changing world and uncertainty in society may influence parental beliefs and expectations in their child’s success.