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Black male student veterans enter postsecondary education with three intersecting identities that should be acknowledged through the academic and student support services provided by the institution they attend. The academic guidance provided by competent and compassionate advisors coupled with student affairs engagement contribute to the graduation of this unique population.

The purpose of this literature is twofold: (a) identify and highlight effective academic support methods that contribute to Black male veteran graduation and (b) identify and highlight effective Student Affairs engagement strategies that contribute to Black male veteran graduation. The literature will further inform higher education professionals in both Academic Affairs spaces and Student Affairs spaces of collaborative partnerships that can be formed to increase the graduation rates of Black male veterans. Black male student veterans are not a monolithic population nor are the institutions they are attending. Therefore, it is also important to examine how the literature addresses advising and engagement of Black male veterans at diverse types of postsecondary institutions.

This chapter explores the concept of allyship in social justice struggles. It provides a road map for self-reflection as well as acquisition of skills necessary for effective allyship. It describes appropriate roles for allies in dismantling systems and structures that protect the privilege of the majority in various contexts – privilege often unseen, unacknowledged and/or actively denied. This chapter will examine unique roles of allies in exposing, challenging, and dismantling privilege and white supremacy. Concrete examples of benefits that have accrued to white Americans through privilege – both conscious and unconscious, are assessed. The reader will be encouraged to explore personal areas of privilege and marginalization and acknowledge multidimensional identities (race, ethnicity, gender, class, ability, etc.) of individuals and unique lived experiences. Those seeking authentic positions of allyship are challenged to root out embedded privilege/white supremacy through direct action.

This chapter more clearly identifies the distinction between Electronic Health Record (EHR) and Electronic Medical Record (EMR), and states their value in obtaining individual-level data. Synthetic medical records may be used as a surrogate for EHR data in order to ensure digital data privacy is maintained during the development of the LHS. Synthea is an open-source simulation tool available through GitHub.¹ Extensive descriptive analysis of synthesized data is provided as a foundation for the analysis in Chapter 7.

The process of chronic pain (CP) and strategies is to improve the patient’s health and well-being. CP is a frequent medical problem that presents a major challenge to healthcare providers because of its complex natural history, imprecise aetiology, and inadequate response to pharmacological treatment. Although different definitions exist it is widely accepted that CP is an ongoing pain that lasts more than 3 months or that persists longer than the reasonably expected healing time for the involved tissues. Also, it is acknowledged that its treatment is much different than the treatment for acute pain. When addressing a person with CP, one should always keep in mind that pain is much more about the individual than the underlying medical condition. Every person is different, and healthcare providers should take a tailor-made approach to managing their pain. This is the only way to ensure good results in pain treatment. Treatment goals should be discussed and adapted to the patient profile. It is fundamental to have clear goals from the beginning and to ensure these are realistic, individualized, and measurable. Effective treatment for CP is only achieved through a holistic framework in which the patient’s well-being is the first concern and an interdisciplinary and societal approach is implemented from the first day.

International evidence of corporate demand for ‘aesthetic labour’ has stimulated a growing and important literature on the strategic, commercial, legal, gendered and ethical aspects of this labour process (see Spiess & Waring, 2005; Warhurst & Nickson, 2009; Warhurst et al., 2000; Waring, 2011; Witz et al., 2003). There is some evidence to suggest that the growth in ‘Diversity and Inclusion’ strategies and practices by larger firms provides a level of recognition of the need to avoid discriminatory practices based on the physical characteristics of employees whether these be overt, structural or as a result of unconscious bias. It is argued that the emergence of ‘Diversity and Inclusion’ strategies are not just in response to regulatory demands or an enlightened ‘character over characteristics’ approach to hiring, but stems from a desire to meet contemporary Corporate Social Responsibility (CSR) expectations. In turn this corporate motivation is frequently driven by commercial concerns such as the need to attract and retain capital and talent.

In this chapter, the intersection of aesthetic labour, appearance-based discrimination, corporate Diversity and Inclusion strategies and CSR is explored. Through the examination of Fortune 500 ‘Diversity and Inclusion’ strategies and approaches to CSR, the intent behind the resourcing of ‘Diversity and Inclusion’ and its relationship to CSR is critically assessed. This critical assessment discloses both genuine efforts to reject unethical forms of ‘lookism’ or ‘appearance-based discrimination’ but also several contradictions. These include contradictions between the rhetoric of diversity and CSR and the continuation of aesthetic labour strategies for commercial advantage. Further, the research finds that the physical representation of ‘Diversity and Inclusion’ efforts are sometimes themselves exploited for commercial gain.

This chapter will identify readily accessible existing sources of public data. Thechallenges of using that data are considerable and require extensive time to ensure validity for reporting purposes. Summaries of data field selection and data wrangling requirements are presented in conjunction with data aggregation strategies.

Despite long-standing evidence that the use of exclusionary discipline practices is both ineffective and even potentially harmful, these policies continue to be used in educational settings across the country. In this chapter, we discuss the problems associated with exclusionary discipline, with an emphasis on zero tolerance approaches. We begin our discussion with a brief history of the origin of zero tolerance policies, a presentation of data that contradict the effectiveness of such policies, and examples of the continued and egregious application of this exclusionary approach. We discuss problems of disproportionality associated with the use of zero tolerance policies, including how this approach exacerbates learning problems for students with and at risk for disabilities, especially if that risk is related to emotional and behavioral disorders (EBD). We conclude by offering alternatives to a zero tolerance approach in the form of positive and preventative approaches for improving student behavior across various levels of intensity within a tiered system of support framework.

The success of Black males in community colleges across the nation is at a pivotal turning point. Due to increased social unrest in America and the global challenges of the COVID-19 pandemic, there is a renewed focus on equitable outcomes for marginalized, underrepresented, and minoritized student groups. Consequently, institutions have sought to identify innovative and effective solutions to recruit, engage, retain, and graduate Black males.

In this chapter, best practices focused on the areas of advising, engagement, instruction, and programing will be discussed. The authors call for a strategic shared responsibility between Academic Affairs and Student Services to promote the educational, civic, and social success of Black males. The importance of workforce development for nondegree seeking Black male students will be explored. It is vital for community college professionals to develop cultural competency by developing a shared understanding of values and language. Other areas to be emphasized include developing consistency for psychological safe spaces, disaggregating student data, and providing access to key services and resources.