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In this chapter, Mousumi De presents the principles and implications of CRT in the context of Asian and Asian American experiences including the perspective, features, strategies, and new directions on how to facilitate the preparation of teacher candidates and work with all teachers to understand the complexity of the Asian and Asian American identity, their racialized experiences, and their sociohistorical, transnational contexts that continue to influence their lived experiences. This chapter highlights the important issues and challenges facing Asians and Asian Americans that have been camouflaged by their stereotypical treatment as model minorities. It also shares the work of many scholars on approaches for promoting diversity and inclusion, such as implementing anti-racist, anti-oppressive, and inclusive history curricula, cultural citizenship education, teaching for social justice, and culturally responsive and culturally sustaining teaching for addressing the marginalization of Asians and Asian Americans.

The acronym and neologism “VUCA” is employed by management and some scholars to denote the unpredictability of the modern world and its impact on business. The VUCA approach suggests that a rational firm’s response should be to: protect against volatility by engineering-in redundancy and slack, gather information to reduce uncertainty, develop expertise to make complexity computable, and learn heuristically to reduce ambiguity. We combine a critical perspective on the VUCA approach with the global factory model, popularly used to describe the flexibility sought by advanced economy multinational enterprises (MNEs) within the global value chain. Both VUCA and the global factory would seem to account less well for the expansion of emerging multinational enterprise (EMNEs) abroad, particularly the preference for equity-based control and inflexibility when seeking strategic assets. Also, both approaches fail to incorporate behavioral principles toward risk. Using International Business theory, we propose a research agenda that may help to make VUCA more tractable, the global factory more useful, and the internationalization of EMNEs more comprehensible.

This chapter focuses on the barriers women of color (WOC) in the professoriate face in their pursuit of tenure and promotion and provides selected strategies that build bridges for their success. It draws on critical race theory (CRT) to identify structural as well as individual changes that must be made in academe. The chapter addresses selected strategies for African-American, Latina American, and Asian/Pacific American women to successfully traverse the perilous road from untenured assistant professor to tenured full professor. The Newcomer Adjustment framework of the Organizational Socialization Model (OSM; Bauer, Bodner, Erdogan, Truxillo, & Tucker, 2007) is used as a systematic approach to addressing barriers and building bridges for WOC in the professoriate. Gaps in the research are also identified.

Research indicates that faculty of color in the United States face numerous challenges in the academy. To complicate their experiences further, children significantly impact academics’ work. Additional difficulties can arise in balancing work with familial responsibilities. Indeed, strategies to navigate parental obligations while engaging in professional activities are seldom examined among minority parents, across genders and institution types. In response, the current study investigates the intersectionality of race, gender, and parenthood on navigating a work–life balance in academia. This study examines 13 male and female minority parents from an array of institutions and explores their strategies for navigating professional advancement while managing familial obligations.

Our data suggest that parents of color often develop timesaving strategies to complete their work more efficiently. However, in order to do so, they tend to engage in professional and social isolation and to recalibrate personal expectations of work and accomplishments. Of importance, the study uncovered significant gender differences. While fathers faced comparable challenges, the findings indicate that familial responsibilities can disadvantage women more so by impacting their ability to foster professional relationships and potentially harm their emotional well-being. While most faculty of color face difficulties in the workplace, we argue that those with children, especially mothers, face additional challenges that should be addressed by home institutions to foster more equitable opportunities for professional growth.

As demand for access to colleges and universities prompts higher education systems for creative and efficient solutions, we examine technology-centric approaches to education delivery and their implications for policy, student outcomes, and resource allocation. Our work is framed by Kingdon’s adapted multiple streams theory of national policymaking. However, the real elephant in the room may be the skyrocketing costs of administration that may need wrangling before resources can be directed to the future potential savings obtained through developing infrastructure for, and delivery of, tech-centric teaching approaches. We provide examples and strategies, policy implications, and recommendations for research and practice.

This chapter shows that students' counter-storytelling revealed feeling tolerated, invisible, isolated, and judged as well as needing to prove oneself, overcome stereotypes, and act as the spokesperson for one's race based on the dissertation conducted by April M. Clay, one of the authors. Through critical race theory (CRT), it can be gathered from the responses that race and racism affect the African American students' quality of life in school. Whether they said race played a significant role explicitly or implicitly, the participants' counter-stories revealed a shared experience of feeling outcasted.

Diversity is an important concern at all levels of learning. This chapter discusses how acceptance of diversity and genuine inclusion of all learners does not happen easily; however, purposeful and collaborative experiences allowing various groups of students to interact with one another can be valuable. Personal impressions of the importance of diversity in classrooms are shared; in addition, a review of some related literature regarding the implications of cooperative experiences that engage students across cultures and languages is presented. Descriptions of two collaborative experiences in which pre-service teachers connected with refugees and International students are also shared. An especially important focus of this chapter is on how pre-service teachers benefit from multicultural experiences. Pre-service teachers were encouraged to consider biases and cultural differences while interacting with individuals from other countries, all of which might help them in their careers. International learners were also more connected to the learning community, and were inspired to learn more about the English language and American culture through social experiences with others. When intentional communication occurs, feelings of isolation might decrease and confidence can increase, thus creating a positive learning experience for all.