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The literature on women of color (WOC) faculty is replete with accounts of marginalization (Balderrama, Texeira, & Valdez, 2006; Benjamin, 1997; Garcia, 2005; John, 1997; Li & Beckett, 2006; McKay, 1997; Reyes, 2005). For instance, Balderrama et al. (2006) explains, “I come from a family of survivors, but I never realized it would come to that in academia …Little did I know I was entering one of the bastions of conservative ideology and practices – a far cry from a meritocracy working for the public good” (Balderrama et al., 2006, p. 224). Concomitantly, the higher education literature extols the presence of race and gender diversity because they are associated with elevated learning outcomes and intercultural engagement (Chang, 2002; Gurin, 1999; Milem & Hakuta, 2002). Therein lies the quandary. Given the importance of illuminating the challenges that WOC face within the academy, how then can that discourse be broadened to include empirical and theoretical claims about the relationship between WOC agency and structural transformation? In other words, how can WOC move beyond or within structural constraints to contribute to the teaching and learning environment? Equally important, how does the presence of WOC encourage a diversity conversation beyond student learning outcomes to one that emphasizes social equity? This chapter intends to participate in these emergent conversations in two ways. First, drawing from an empirical study of Black female faculty, I discuss how the participants contributed to their institutions and how those contributions embody and expand on the following diversity narratives: structural access and climate, learning outcomes, intercultural competencies, and meritocracy. Second, I theoretically expound upon the Black female faculty findings to discuss implications for similarly situated WOC. In all, this chapter demonstrates that difference – a woman of color difference – dislodges reactionary strongholds within the academic enterprise.

Given the economic downturn, the purpose of this study was to determine if a relationship exists between economic perceptions and consumers' motivation to consume for status and if this relationship was moderated by education level.

A stratified random sample of adult consumers in the southeastern USA were surveyed by telephone. The hypotheses were tested utilizing structural equation modeling.

The results indicated that those consumers with a lower level of perceived economic welfare (i.e. see the economy and their family's financial situation as worse this year versus last year) were less motivated to consume for status. Furthermore, this relationship was positively moderated by education. No relationship was found between consumer confidence (i.e. consumers' perceptions of the economy in the future year) and status consumption. The results suggest that those consumers who perceive themselves to be financially better off this year versus last, particularly those more educated, are more motivated to consume for status.

The main research limitation was that the sample skewed to be older, female and Caucasian, though the sample did match Census figures for the critical variable of education. Additionally, the phone response rate was 9 percent, but it is important to recognize that this was for a non-student sample.

The results suggest that marketers, targeting luxury consumers in the current stagnant economy, aim for more educated consumers who see their economic welfare as improving. This implication stems from the research findings revealing that consumers who feel they are recovering economically from the recent economic downturn, especially those with higher education levels, may more likely be status consumers.

With the democratization of luxury there is renewed interest in luxury consumption research. While research suggests there is a relationship between economic conditions and status consumption, few studies have measured consumer economic perceptions in relation to status consumption and none have examined how education may play a moderating role in explaining why people buy luxuries in a tough economic climate.

The hiring of women of colour faculty is not without unwritten presuppositions. The authors are expected to tolerate racism and to draw from cultural experience in catering to students of colour or when it fulfils institutional needs such as bringing ‘colour’ to all-white committees. Yet, the normative profile of university teachers demands detachment with a focus on high output in terms of students and publications. In the light of this, commitment to social justice seems to be in (certain) disagreements with mainstream interpretations of the academic profession. Women of colour professors are redefining educational leadership. This chapter addresses its effect on emotional wellbeing together with techniques and strategies to strengthen emotional resilience.

In order for students of any age to compete in a globalized, ever-changing society, it is imperative that those in leadership roles reflect the needs of the communities they serve. Part of service in any capacity requires critical self-reflection and consistent assessment of “who is missing from the table,” in addition to conversation toward progress, social justice, and the transformation of antiquated ideologies and ways of knowing. As members of minority and historically marginalized groups reflect the majority of global citizens (Colby, S. L., & Ortman, J. M. (2015). Projections of the size and composition of the U.S. population: 2014–2060. U.S. Department of Commerce: Economics and Statistics Administration. Retrieved from https://www.census.gov/content/dam/Census/library/publications/2015/demo/p25-1143.pdf), a paradigm shift is needed so that students, leaders, and learners can exist in an environment that supports critical and cognitive approaches to the absorption of knowledge. Utilizing Black Feminist Thought, a framework was created to not only identify racially and ethnically diverse women in educational leadership, but to provide a “roadmap” or guide for the sustainability of these leaders in the academy as well as in P-12 school systems. A Black female scholar and a Black male working in secondary and higher education provide a guide to assist those working as educators, administrators in the spaces of secondary and higher education. This narrative provides information that will provide an avenue for the exposure, experiences, and equity for Black women in education to be at the forefront of educational reform.

A descriptive model for assessing the impact of specific innovations on the human condition is outlined. This framework provides an alternative to conventional approaches for demonstrating the value of innovation according to monetary figures that are often subjective and arbitrary.

Purpose – This chapter examines the process of radicalization, deradicalization, and support for intelligence agencies in a few well-known cases of terrorists who turned into informants.

Methodology/Approach – Five cases studies are utilized to demonstrate the process of engagement in, disengagement from, and revolt against terrorist groups. Existing literature on radicalization and deradicalization is set against the context of these case studies.

Findings – By drawing upon the experiences of terrorists who turned into informants, it is possible to prove theories on radicalization and deradicalization. In particular, the process of cognitive radicalization presumes that extremist beliefs can also be rejected (deradicalization), while the process of behavioral radicalization presumes that terrorists can distance themselves from extremist behaviors (disengagement).

Originality/Value – Scholarship has traditionally focused on “underdogs” of all kinds, with a less keen interest in elites or the actors operating on their behalf. The work of informants has often remained in a dimly lit corner of academic research. This chapter helps illuminate the path undertaken by terrorists who become informants for Western security apparatus.

Based on reflections of the issues encountered from ethnographic studies aboard ocean-going merchant ships and a seafaring community in the Philippines, pressure points on seafarers' lives that situate them in a precarious situation are explored. Due to the pandemic, the decline in total remittances was due to a huge fall in sea-based remittances of about 81% in 2020. The widespread loss of jobs has magnified vulnerabilities in the seafaring sector. The emergent exploration of worker vulnerability in cruise tourism industry is useful in identifying the necessary support for cruise workers to mitigate the long-term undesired effects of the pandemic. The fieldwork also reveals that the demand placed upon seafarers' daily and organizational lives are gendered. Women and men are differently constituted in the shipping and tourism industries which affect work opportunities and family values. The chapter aims to contribute to the discussion on inclusivity vis-a-vis the recovery plan of destination tourism by underlining the gender dynamics in cruise tourism, as it aligns with the general roadmap of growth for Southeast Asian cruise tourism program. We show that the transnational nature of cruise tourism on both labour and employment is interlinked with destination tourism, and the gender dynamics identified and reviewed will help identify and further promote inclusivity in the regional recovery tourism plan.