Detailed Table of Contents Foreword.............................................................................................................................................xxi Preface...............................................................................................................................................xxiii Section 1 The United States Chapter 1 AfricanAmericanStudents,Racism,andAcademicInjustice:IgnitingaFUSE................................... 1 Patrice W. Glenn Jones, Embry-Riddle Aeronautical University, USA Warren C. Hope, Florida Agricultural and Mechanical University, USA Inefforttoalignacademicachievementforallstudents,thischapteroffersFosteringUrbanStudent Excellence(FUSE)asaninstructionalstrategytocurtailnot-learningandevokeacademicimprovement amongAfricanAmericanstudents,particularlythosefromlowsocioeconomicbackgrounds.Inaddition ,tointroducingFUSE,thischapteroutlinestheachievementgap,alongwiththefactorsthatimpactit andrevealstheacademicpositionimposeduponAfricanAmericanstudentsbysocialinjustices.The chapteralsoestablishesthecriticalneedforFUSEasaspecificinstructionalstrategytocombatthe .impactofracialinjustice Chapter 2 Re-ConceptualizingRaceinNewYorkCity’sHighSchoolSocialStudiesClassrooms..................... 24 Edward Lehner, Bronx Community College (CUNY), USA John R. Ziegler, Bronx Community College (CUNY), USA In New York State Public Schools, social studies education centers on employing interdisciplinary approachestohelpstudentslearncivicvaluesandhistoricalevents.Increasingly,dueinnosmallpart totheinfluenceofpopularculture,socialstudieseducationresearchismakingfewerdistinctionsabout racialandethnicidentities.Followingsometrendsinthelargeracademiccommunity,moreoftheresearch insocialstudieseducationcategorizesethnicallyandreligiouslydiverseEuropeanandAfricangroups intothenarrowcategoriesofWhiteorBlack.ThispracticeofflatteningdiverseEuropeanandAfrican ,groupsintocurrentdayraceframeworkscanbeproblematicwhenteachinghighschoolsocialstudies particularlyinhighlydiverseurbancenters,becauseitperpetuatesbinaryracialconstructionsthatboth .arerootedinthehistoricalfallacyofpresentismandtendtocontradictthestudents’ontologicalrealities    Chapter 3 State-WideTeacherWalkoutsHighlightEqualityGaps....................................................................... 46 Sherrie L. Wisdom, Lindenwood University, USA Arizona,Colorado,Kentucky,NorthCarolina,Oklahoma,andWestVirginiamountedstatewideteacher walkoutsrelatedtoteachersalaryduring2018.Thisstudyoffersasynthesisofliteraturesurrounding ,thewalkouts,alongwithexaminationofsimilaritiesanddifferencesinpubliclyavailablemeasures highlightingequitygapsandcomparisontostateswhoseteachingforcedidnotchoosetowalkoutand demandincreasedpayandper-studentspending,betterbenefits,orbetterworkingconditions.Relationships ,aresoughtbetweenthevariablesconsidered:per-pupilexpenditures,achievement,graduationrates collegepersistenceofhighschoolgraduates,collegegraduationrates,attainmentofvariedlevelsof degreecredentials,andcostofliving,asrelatedtoteachersalaries,increases,anddecreases.Links betweenpoliticalandpolicyissuesandthevariablesrelatedtounrestleadingtothewalkoutsareexplored .throughliterature Chapter 4 BarrierstoaSTEMCareer:MathAnxietyandtheAdultFemale....................................................... 64 Luanne M. Amato, Holy Family University, USA Inequalityofgenderrepresentationinscience,technology,engineering,andmathematics(STEM)careers continues,despitethenarrowingofthegenderachievementgap.Thischaptershowcasesoriginalqualitative researchthatprovidesclearerinsightsintooriginsandeffectsofmathanxietyasthereasonfemalesare lesslikelytochoose(STEM)majorsandrelatedcareers.Theroleofinstructionmethodologyofthe .academicorganizationinperpetuatingmarginalizationpracticeslimitswomen’sSTEMachievement Thestageenvironmentfit(SEF)theoreticalmodelprobestherelationshipofthepoliciesandprocedures oftheacademicorganizationtothelikelihoodoffemaleadult-studentsuccessinhighereducation.The AmericanStatisticalAssociation’s(ASA)fundingoftheGuidelinesforAssessmentandInstructionin StatisticsEducationReport(GAISE)mandatesreformsformathematicsinstructionamongtheinformation .aboutnewresearchopportunitiesandthecurrentstateofSTEMeducationintheUnitedStates Chapter 5 ConsequencesofInequalityandExclusionontheCultureofHigherEducationInstitutions.............. 91 Melodie A. Carr-Winston, Lindenwood University, USA Thischapterexplorescounselingresearchemphasizingdepression,anxiety,andbehavioralchanges duetomicroaggressions.Otherconsequencesdiscussedincludeacademicstressandalackofcareer advancementresultingfromfeelingsofisolation,senseofbelonging,lowself-esteem,lowergrades students),andfeweropportunitiesforcareeradvancement(faculty).Additionalinvestigationsinclude) .theroleofexclusionaryinstitutionalpoliciesandpracticesonminorityfacultyandstudentexperiences Additionaldiscussionsincludesame-racementoringalongwithhowmicroaggressionsandtheresulting consequencesinfluencethecultureofhighereducationinstitutions.Inconclusion,bestpracticesand .practicalapplicationsrecommendhowtoapproachequityandinclusioninhighereducation Chapter 6 PeerSupportofGraduateStudentsofColorThroughaFormalGraduateStudentAssociation........ 111 Kya Rose Roumimper, Keene State College, USA Audrey Faye Falk, Merrimack College, USA  Thischapterexplorestheexperiencesofgraduatestudentsofcolorandexaminesthesupportsystemsin placetopromotetheirsuccessintheacademy.Theauthorsprovideanoverviewoftherelevantliterature andpertinenttheoreticalframeworks,includingcriticalracetheoryandself-determinationtheory,asthey relatetotheexperiencesofgraduatestudentsofcolor.Furthermore,thechapterdescribestheinitiation ,andearlydevelopmentofaGraduateStudentsofColorAssociationatMerrimackCollege,aprivate CatholiccollegeinNewEngland.Thechapterincludebothbenefitsandchallengesofparticipatingin andsustainingthegroup,whileofferingrecommendationsforfuturepracticeandresearch.Itmaybeof ;particularinteresttograduatestudentsofcolor;faculty,staff,andadministrationingraduateeducation .andresearchersfocusedongraduatedegreeattainmentamongindividualsofcolor Chapter 7 AnExaminationofHowLegalStatusAffectsEnrollmentandGraduationRates:Immigrant StudentsinCollegesandUniversities................................................................................................. 130 Florence Nyemba, University of Cincinnati, USA Thischapterexplorestheeducationalchoicesofimmigrantsandhowtheissueoflegalorimmigration .statuscontributestosocialinequalityintheUnitedStatesclassroomsandinstitutionsofhigherlearning ImmigrantswithinU.S.populationhaveincreaseddramatically,yettheireducationalattainmentremains smallincomparisontonative-bornAmericans.Althoughlargenumbersofimmigrantstudentsgraduate .fromhighschool,theirpathtohighereducationremainsdifficultywithfewergettingcollegedegrees Drawingonliteraturefrommultipledisciplines,theissueofimmigrationstatusinrelationtoimmigrant educationisexamined.Thechapterrecommendstheadoptionofimmigrationreformlegislationsthat .createbetterpathwaystocitizenshipforundocumentedimmigrantsandprogressiveeducationalprovisions .Thischapterbenefitsimmigrantsandeducationalleadersininstitutionsofhigherlearning Chapter 8 EducationandRuralAmerica:InterconnectedProblems................................................................... 149 Joseph Albert Cernik, Lindenwood University, USA RuralAmericahasanumberofproblemsthatcannotbeaddressedbysimplythinkinginabstractand superficialliberalversusconservativeterms.Ruralschoolsneedhigh-speedinternet,andoftentimes telecommunicationcompanieshavelittleinterestinbringinghigh-speedinternettoruralareassincethe potentialforprofitsarenotthere.Inaddition,Medicaidisimportanttoruralschoolssincethefundsfrom .thisprogramcangoalongwaytowardhelpingstudentsinruralschoolsstayinschoolandgraduate Whileitisoftenheardthat“self-reliance”reflectstheviewsofruralAmerica,governmentprograms(both federalandstate)areneeded.Ashigh-speedinternetgoesthroughtechnologicalchanges,manyrural .areas,specificallyruralschools,willbefurtherleftbehind,whichincreasestheneedforgovernmenthelp Chapter 9 ASchoolModelforDevelopingAccesstoHigherEducationforAfricanAmerican:Social CapitalandSchoolChoice.................................................................................................................. 167 Sheldon Lewis Eakins, Shoshone-Bannock School District, USA .Thischapterdiscussesthesocialinequalitiesinschoolchoiceandtheracialdisparitiesofcollegeaccess Utilizingthetheoriesofsocialcapitalandsocialinclusion,theauthorprovidesaconceptualframework