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In the present chapter, we argue that Black college women's experiences with microaggressive racial discrimination are best understood through the lens of intersectionality, which emphasizes the interrelations between race and gender. We use a focus group method with 20 Black female students (mean age=20) from two different settings: a four-year university and a community college both located in the same college town. This qualitative approach allows us to understand Black women's experiences in more detail and to gain insight into how microaggressions are lived on a daily basis during college. Our findings affirm that in and around college campuses, many Black female students regularly encounter microaggressive forms of discrimination unique to being Black and female, which communicate messages of inferiority, criminal status, abnormal cultural values, and rigid stereotypes. We conclude with suggestions for what colleges and universities should do in order enhance support services and create a more inclusive environment.

Directors help determine the strategic direction of a corporation and are responsible for ensuring the institution has a good system of internal control. Banking institutions without a strategic direction emphasizing sound lending practices that promote the long-run financial health and viability of the institution will be sued more frequently than peer institutions. Institutions that do not have a good system of internal control will also be sued more frequently. Hence, legal expense is a bank corporate governance measure. We compare the performance of bank legal expense and a widely cited corporate governance index in a regression framework to determine which better predicts bank performance. The regressions indicate legal expense is a much better predictor, hence a better measure of bank corporate governance. Regulators should require legal expense reporting and rank institutions by the ratio of legal expense to assets to help identify institutions with weak governance. Seven case studies illustrate the role of legal expense in corporate governance.

Over the past several decades, scholars and universities have made efforts to increase the retention of students in higher education, but graduation rates remain low. Whereas two-thirds of high school graduates attend college, fewer than half graduate. The likelihood of graduation decreases even more for Black, Latino, American Indian, and low-income students, who have a 12–15% lower chance of earning their degree. The importance of psychosocial adjustment to student persistence has received relatively less attention than academic and social integration. Racial/ethnic minority students face unique challenges to psychosocial adjustment in college, including prejudice and discrimination, unwelcoming campus environments, underrepresentation, and a lack of culturally appropriate counseling resources. The current chapter will discuss the impact of these challenges on the persistence, academic success, and health of racial/ethnic minority students, and strategies that universities can employ to create inclusive policies, resources and campus environments that empower students of color and maximize their success.

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.

The purpose of this chapter is to present an overview of the status of African American women in academe. The primary context is the Predominately White Institution and the terms African American and Black are used interchangeably. We discuss the silencing of this group of women while privileging others. To date, little has been written on this topic. Much less has been written about the African American females’ struggles in silence, both personally and professionally (Collins, 1986). We end by putting forth strategies that African American women might consider as they soar in leadership roles.

Within North American institutions of higher education, the sociopolitical construct of whiteness comprises an often implicit set of lessons that are reflected not only in policy and curricula but also in the teaching practices of faculty. Such lessons perpetuate white centricity and supremacy, at enormous costs to those who have been negatively racialized. Therefore, it is critical for white faculty to engage meaningfully with ongoing processes of self-reflection, self-education, and skill development so that they can contribute positively to the interrogation and disruption of whiteness in higher education. This chapter discusses seven processual considerations for white educators who seek to interrogate and disrupt the problem of whiteness in teaching and learning.