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Purpose: The purpose of this chapter is to examine women’s college alumnae’s gender panics surrounding transgender admittance policies and negotiations on how to define the boundaries of the alumnae community in moments of these panics.

Methodology/Approach: I explore these negotiations by conducting a modified grounded theory approach of online discussion threads of one women’s college alumnae Facebook group from 2013 to 2016. These threads (39 threads; 2,812 comments) discuss transgender admissions policies at women’s colleges and the definition of woman more broadly.

Findings: I outline three strategies that define who belongs to a women’s college community in response to peers’ gender panics. First, I discuss the ways in which alumnae “call out hate” and label exclusionary peers as Trans Exclusionary Radical Feminists (TERFS). Second, I discuss the negotiated boundaries of who is included within the women’s college community. Finally, I focus on the recommended suggestions and expectations for fellow alumnae to be allies toward their trans peers.

Social Implications: These findings imply that feminist boundary negotiation is not only simply based on external threats, but can also be debated among members within the community.

Originality/Value of Study: This study highlights the nuances and strategies of boundary construction in regards to the social category of woman. I propose that researchers expand theorizations of gendered boundary negotiation to consider the ways in which boundaries are drawn not only as a form of panic and exclusion but also as a response to such panics to promote inclusivity and diversity.

The purpose of this paper is to explore how Mongolian alumni of three different scholarship programs sponsored by governments of Japan and Mongolia view their role in national development after graduation.

This paper reports findings from a phenomenological study (Creswell, 2007) – the first phase of an exploratory sequential mixed-methods study in a recent PhD study. Based on semi-structured interviews with 24 alumni the study aimed to understand alumni’s perspectives in their voices.

Alumni were motivated to contribute to their communities, institutions, economic, political, social and legal conditions of Mongolia. However, they faced various structural challenges including getting jobs in the public sector even when they had binding agreements with employers. The findings call for long-term support for alumni projects and hubs as well as policy frameworks that tie the scholarship programs with national development goals.

Despite the high mobility rate of Mongolian scholars and a long history of Japanese Official Development Assistance to develop human resources in developing countries especially in Asia, little is known about the impact of these programs on the Mongolian national development. Through the phenomenological study, this study expands the understanding of ways in which alumni contribute to their national development.

The purpose of this paper is to evaluate relationships between workaholism and satisfaction outcomes with job, career and life overall among managerial and professional women and explore the moderating role of social support in these associations.

Self-report measures collected online from 350 alumnae from top-ranked business schools currently in the US labor force were analyzed through hierarchical multiple regression analyses.

Workaholism components explained significant amounts of variance in job, career and life satisfaction. Specifically, lower levels of work enjoyment were consistently associated with detrimental outcomes and high drive impacted both job and life satisfaction negatively. Social support moderated the relationship between job satisfaction and workaholism through work enjoyment, with women with greater social support demonstrating higher job satisfaction at equivalent work enjoyment levels versus those with low social support.

This paper shares methodological weaknesses involving the nature of the sample and self-report methods of measurement common to workaholism research.

In the context of today’s competitive workplaces, results provide a cautionary message of the harmful effects of workaholic dispositions for a certain segment of professional women. It emphasizes the importance of work enjoyment and positive intrinsic motivation, while suggesting that job designs that reflect the work involvement predispositions of each woman can be beneficial.

This paper extends the understanding of workaholism correlates to female MBA graduates from top management schools in the USA and investigates, for the first time, the role of social support in those relationships.

For many foster alumni, challenges arise as they age out and transition into adulthood and higher education. One area that has been overlooked is how intersecting identity impacts transition among foster youth, especially Black women. Using Scholarly Personal Narrative (SPN) as a methodology, I used myself as the subject to share my lived experiences as a Black woman in foster care through my transition from foster care to adulthood, college, and my career as a Student Affairs professional. Utilizing transition theory and intersectionality as frameworks, I aim to highlight the complex and nuanced challenges of foster youth as they experience major transitions as well as how identity can show up in their professional lives, especially if they are in a field that is tasked with supporting individuals that have a similar lived experience.

Analyzes the role of women in the New York Bureau of Municipal Research (BMR) in the early years of the twentieth century. It shows that early practitioners of urban‐oriented scientific management had close ties to the reform/social‐work community.

In 1986, Kent Library of Southeast Missouri State University received $250,000 from an alumna for the purpose of library collection building. After receiving the initial gift, university administrators pledged to add to this fund until it reached $1 million. This money supports the Kent Library Program Development Fund, also called the Tweedy Endowment, which provides a means of purchasing library materials through a competitive grant‐writing process open to all university faculty, including librarians. This article outlines the history of the fund, the competitive process, the distribution of money, and discusses the program’s success.

We investigate how communities in China use schools to create and reproduce the values, knowledge, and social expectations that engender social capital. We focus on private and girls’ education, and report on the experiences of four schools between 1995 and 2005. We argue that, beyond schools’ contribution to the skills acquired by individual students, whether they promote the formation of social capital within communities should be a part of our assessment of their effectiveness. Schools as centers of activism can provide communities a forum for formulating their social demands and identities. In this context, social capital formation provides a useful heuristic for reclaiming the language of social justice and considering the human ends of education.

This chapter documents monthly meetings of Bank Street College Reading and Literacy alumnae between October 2002 and December 2004. It describe the ways in which case study and self-study methodologies enabled participants to support their own professional development and that of colleagues. Findings suggest that the process enabled participants to revisit, reconsider, and reframe understandings and perspectives both in the minute and later as they shared experiences with a broader audience. Outcomes include a more extensive professional knowledge base, increased ability to meet the needs of children and parents, and a stronger sense of self as professional identity.

Did you hear the story about the successful entrepreneur who got her start on a college campus? With women making up the majority of students on university campuses in the United States, but the minority of entrepreneurship students, it is certainly exciting to hear these success stories. In attempting to grow the number of women in such programs, it is important to understand the factors in the college experience that contribute to the success of such students. Told through the lens of three successful recent alumnae, this chapter explores the experiences of women entrepreneurship students. The factors attributed to their success include classroom and extracurricular programs, community resources, and inspirational mentoring from faculty and peers.

The learning outcomes are as follows: to analyze the driving forces that lead non-government organizations (NGOs) to develop need-based programs; to evaluate the strategy adopted by NGOs in attaining the organization’s mission and creating a social impact, corporate social responsibility, inclusion, labor market, social enterprise, strategy and vocational learning; to apply social business canvas for analyzing the business model deployed by NGOs to develop market linkages; to analyze the challenges in setting and scaling NGO programs and strategies designed to address the same; and to enable students to brainstorm in creating future growth options for scaling up and replicating NGO programs.

The case describes the journey of Salaam Bombay Foundation (SBF), a national-level NGO registered in 2002 in Mumbai, India. In March 2020, SBF had an annual budget of INR 13.98 crores (US$1.84m). It addresses the challenging environments children from economically constrained families face by engaging them in continuing school education and providing vocational training. Since its inception, SBF has launched and executed many in-school and after-school programs. To successfully transit skilled adolescents and teenagers into the labor market and help them make informed career decisions, SBF launched “DreamLab,” a stipend-based “internship” model, in August 2018. Gaurav Arora, Vice President SBF, was assigned the responsibility to scale up skills@school and DreamLab internship programs. With disruptions caused by the pandemic in March 2020, Arora struggled to operationalize DreamLab as initially planned. The case is at a crucial decision point where clouds of uncertainty have made Arora and his team anxious about their future course of action.

The case is intended for students of undergraduate and graduate programs in Business Management, Social Entrepreneurship and Social Work programs. Executives of management development programs can also use the case to analyze the effectiveness and management of the skill development program.

Teaching notes are available for educators only.

CSS 3: Entrepreneurship.