This volume is written as a treatise to dismantle the powers of discriminatory incubuses that have haunted institutions of higher learning, one narrative at a time.

Journeys of Black Women in Academe provides lessons that are instructive to faculty and administrators across race and gender boundaries relative to the successes and challenges that African American women continue to experience in academia.

Acting as a bridge between the academic and policymaking communities, Young, Gifted and Missing sets the stage for addressing critical issues around why African American men are absent in the STEM disciplines.

By presenting discussions on professional development, and emphasizing the challenges and triumphs experienced by Black professors across disciplines, this book provides advice for junior Black scholars on how to navigate academe and tackle the challenges that Black scholars often face.

Widely understood to be the best tool of social change, education offers a space to interrogate persistent and damaging oppressions, calling into question the cultural and political antecedents, as well as the current politics and practices, that have facilitated inequity. Educational leaders themselves, however, have much to learn about dismantling systems that maintain these barriers. Diversity Leadership in Education offers a deep look into the complexities and opportunities afforded by new models of diversity leadership. Authors from across North America explore how diverse leaders are key to improving the school experience for marginalized students. Indigenous, Black, racialized, and collaborative forms of leadership contribute to decolonizing educational settings by unsettling hegemonic ideas; these include the dominance of equity myths in educational administration and pedagogical whitewashing around issues germane to social justice. Unpacking privilege in education systems, the volume speaks to incorporating social justice in everyday leadership practices through advocacy, solidarity, spirituality, relationality, and reconciliation. It profiles diversity leadership as a rudder, steering a more inclusive and equitable society.

This collection re-envisions the academic study of institutional translation and interpreting (ITI), uncovering the ways in which institutional practices have inhibited knowledge creation and encouraging stakeholders to continue to challenge the assumptions and epistemics which underpin the field. ITI is broadly conceived here as translation and interpreting delivered in or for specific organizations and institutional social systems, spanning national, supranational, and international organizations as well as financial markers, universities, and national courts. This volume is organized around three sections, which collectively interrogate the knower – the field itself – to engage in questions around “how we know what we know” in ITI and how institutions have contributed to or hindered the social practice of knowledge creation in ITI studies. The first section challenges the paths which have led to current epistemologies of ignorance while the second turns the critical lens on specific institutional practices. The final section explores specific proposals to challenge existing epistemologies by broadening the scope of ITI studies. Giving a platform to perspectives which have been historically marginalized within ITI studies and new paths to continue challenging dominant assumptions, this book will appeal to scholars and policymakers in translation and interpreting studies.

This volume is written as a treatise to dismantle the powers of discriminatory incubuses that have haunted institutions of higher learning, one narrative at a time.

The voices of college students and teachers vividly enlighten readers about the real-world challenges of multicultural education. Courses on diversity abound in American universities today. But open classroom discussion of racial and gender differences can evoke discomfort as much as new understandings. Negotiating these courses takes a toll on both faculty and students as classrooms become filled with emotion. Based on student and teacher experience in a range of American colleges and universities, this book shows how to meet these challenges and create a truly open and beneficial environment. The authors demonstrate pedagogical strategies and new approaches. A vital resource for teachers, students, college administrators, and university libraries. Contents: Introduction. Dialogue on Diversity Teaching. From Silence and Resistance to Tongues Untied. The Racial Experiment. Starting with a Story and Sharing the Discussion Leading. Irritating, Supporting & Representing. Identity Matters in Class. What Lies Beneath. Conclusion.

“Veteran (Purple Heart) & higher ed survivor, I applaud this book! Finally acknowledging the ‘distance traveled’, this book exposes hidden student traumas and offers solutions. It tackles retention with a student-centered approach. A gamechanger for veterans navigating college.” Dr. Andrew Kelly, Lieutenant Colonel (LTC), US Army (Ret.), Purple Heart recipient “As a physician-scientist and medical school administrator dedicated to diversifying medical school applicants and motivating traditionally underrepresented students to embrace STEM pathways, I find Dr. David Lee Mount’s ‘Let’s Stop Losing Them’ to be a vital resource. We must start asking how medical school retention is being affected by the wounds of educational and academic engagement trauma. Dr. Mount’s work provides crucial insights into these upstream issues, highlighting the essential connection between college retention and the future diversity of our medical workforce. Examining student performance threat through the lens of the neuropsychosocial root causes paradigm, this book is an indispensable guide for educators, policymakers, and medical school administrators committed to fostering resilience and success in our future healthcare professionals.” John H. Stewart, IV, MD, MBA, FACS; Professor and Chair of Surgery, Associate Dean for Oncology Programs, Morehouse School of Medicine “Dr. Mount’s book brilliantly addresses the complexities impacting student success. He exposes hidden factors behind disengagement, offering innovative solutions for colleges to foster resilience. By acknowledging neurodiversity, ‘Let’s Stop Losing Them’ calls for personalized learning and a more inclusive educational landscape.” Pastor Debra Terry Stephens, MA; Cornerstone of Faith Ministries Wife/Mother/Comedian/Actor/Writer/Mental Health Assistant Higher education’s dropout cycle has lacked a solution. Dr. Mount’s ‘Let’s Stop Losing Them’ breaks ground with ‘educational and academic engagement trauma’ – a powerful concept for student retention. Practical strategies illuminate the path to success. A must-read for anyone invested in student outcomes and a stronger academic environment. Dr. Tom Coaxum, Former Director, Associate VP, VP in Higher Education (Ret.) “Dr. Mount, renowned for his expertise in neuropsychosocial root causes and retention strategies, has crafted a comprehensive guide that goes beyond conventional approaches. His insights, drawn from years of research and practical experience, shed light on the nuanced interplay of academic anxieties, social isolation, and neuropsychosocial factors that shape students’ educational journeys.” TanYa M. Gwathmey, MS, PHD, Tenured Associate Professor; Director of Research in Health Equity Education and Training, Maya Angelou Center for Health Equity Wake Forest University School of Medicine “Dr. Mount’s groundbreaking book confronts hidden trauma in community colleges, the true cost of disengagement, and the power of personalized support. It’s a must-read for educators who want to nurture the whole student, not just graduation rates.” Shelton M. Charles, Ph.D. Associate Dean of Sciences and Engineering, Forsyth Technical Community College; Father/Role Model/Leader/Mentor/Community Ambassador/ Health Advocate/ Innovator “Dr. Mount’s innovative book ignites hope, and reverse engineers the pressing issue of college disengagement head-on revealing the hidden wounds causing attrition. Powerful narratives and actionable strategies empower students and institutions to build resilience and foster success.” Nayeka Uitenham, Psy.D. NeuroEducational Clinical Postdoctoral Fellow, Mind Body Institute Beyond; Educator-Centered Professional Coaching; Former Elementary School Educato

Community-based participatory research (CBPR) presents unique ethical and practical challenges, particularly for graduate students. This volume explores the nuanced experience of conducting CBPR as a PhD student. It explains the essential roles of developing trust and community relationships, the uncertainty in timing and direction of CBPR projects that give decision-making authority to communities, and the politics and ethical quandaries when deploying CBPR approaches—both for communities and for graduate students. The Community-Based PhD brings together the experiences of PhD students from a range of disciplines discussing CBPR in the arts, humanities, social sciences, public health, and STEM fields. They write honestly about what worked, what didn’t, and what they learned. Essays address the impacts of extended research time frames, why specialized skill sets may be needed to develop community-driven research priorities, the value of effective relationship building with community partners, and how to understand and navigate inter- and intra-community politics. This volume provides frameworks for approaching dilemmas that graduate student CBPR researchers face. They discuss their mistakes, document their successes, and also share painful failures and missteps, viewing them as valuable opportunities for learning and pushing the field forward. Several chapters are co-authored by community partners and provide insights from diverse community perspectives. The Community-Based PhD is essential reading for graduate students, scholars, and the faculty who mentor them in a way that truly crosses disciplinary boundaries. Contributors: Anna S. Antoniou, Amy Argenal, Sonya Atalay, Stacey Michelle Chimimba Ault, Victoria Bochniak, Megan Butler, Elias Capello, Ashley Collier-Oxandale, Samantha Cornelius, Annie Danis, Earl Davis, John Doyle, Margaret J. Eggers, Cyndy Margarita García-Weyandt, R. Neil Greene, D. Kalani Heinz, Nicole Kaechele, Myra J. Lefthand, Emily Jean Leischner, Christopher B. Lowman, Geraldine Low-Sabado, Alexandra G. Martin, Christine Martin, Alexandra McCleary, Chelsea Meloche, Bonnie Newsom, Katherine L. Nichols, Claire Novotny, Nunanta (Iris Siwallace), Reidunn H. Nygård, Francesco Ripanti, Elena Sesma, Eric Simons, Cassie Lynn Smith, Tanupreet Suri, Emery Three Irons, Arianna Trott, Cecilia I. Vasquez, Kelly D. Wiltshire, Julie Woods, Sara L. Young