Though there has been a rapid increase of women's representation in law and business, their representation in STEM fields has not been matched. Researchers have revealed that there are several environmental and social barriers including stereotypes, gender bias, and the climate of science and engineering departments in colleges and universities that continue to block women's progress in STEM. In this book, the authors address the issues that encounter women of color in STEM in higher education.

A volume in Research on Women and Education (RWE) Series Editors Beverly Irby, Sam Houston State University and Janice Koch, Hofstra University Encouraging the participation of girls and women in science, technology, engineering and mathematics (STEM) remains as vital today as it was in the 1970s. ... hence, the sub-title: "A Never Ending Story." This volume is about ongoing advocacy on behalf of the future workforce in fields that lie on the cutting edge of society's future. Acknowledging that deeply embedded beliefs about social and academic entitlement take generations to overcome, the editors of this volume forge forward in the knowledge that these chapters will resonate with readers and that those in positions of access will learn more about how to provide opportunities for girls and women that propel them into STEM fields. This volume will give the reader insight into what works and what does not work for providing the message to girls and women that indeed STEM fields are for them in this second decade of the 21st century. Contributions to this volume will connect to readers at all levels of STEM education and workforce participation. Courses that address teaching and learning in STEM fields as well as courses in women's studies and the sociology of education will be enhanced by accessing this volume. Further, students and scholars in STEM fields will identify with the success stories related in some of these chapters and find inspiration in the ways their own journeys are reflected by this volume.

A volume in Research on Women and Education (RWE) Series EditorsBeverly Irby, Sam Houston State University and Janice Koch, Hofstra University The Research on Women and Education SIG of the American Educational Research Association presents the third book in its series, Gender and Early Learning Environments. Finding after the publication of Gender and Schooling in the Early Years, the second book in the series, that there was and is a paucity of published literature on early childhood gender issues, the editors determined that one additional book on early childhood and gender issues was warranted in this series. The latest book in the series, Gender and Early Learning Environments, is encompassing of a wide range of topics addressing early childhood influences on gender and development of the whole child. For early childhood educators, this book aides in making visible and exploring the definition of what gender means in contemporary culture.

Women of Color in STEM: Navigating the Workforce is an opportunity for making public the life stories of women of color who have persevered in STEM workplace settings. The authors used various critical theories to situate and make visible the lives of women of color in such disciplines and workplace contexts like mathematics, science, engineering, NASA, academia, government agencies, and others. They skillfully centered women and their experiences at the intersection of their identity dimensions of race, class, gender, and their respective discipline. While the disciplines and career contexts vary, the oppression, alienation, and social inequities were common realities for all. Despite the challenges, the women were resilient and persevered with tenacity, a strong sense of self as a person of color, and reliance on family, community, mentors, and spirituality. While we celebrated the successes, it is critical that organizational leaders, whether in education or other workplace settings, draw from narratives and counter?narratives of these women to improve the organizational climate where individuals can thrive, despite their racial, class and gender identity. This book will assist educational communities, professional communities, and families to understand their roles and responsibilities in increasing the number of women of color in STEM.

A volume in Research on Women and Education (RWE) Series EditorsBeverly Irby, Sam Houston State University and Janice Koch, Hofstra University The seven chapters address long-standing concerns from first-hand perspectives regarding women of color faculty in the academy, the marginalization of women of color scholars in the academy and the benefits of mentoring support. Discussion of such are threaded throughout this book. Mentoring has been a practice of leadership since Greek times, and research has documented the advantages of mentoring. Aligned with the authors espoused mentoring perspectives in this book, is the coined concept of "synergistic mentoring" Accordingly, "Synergistic mentoring is defined as a mentor and mentee working together collaboratively to (a) generate a greater good for both, (b) integrate diverse perspectives into the context, and (c) construct together an otherwise unattainable goal attempted independently. The authors of this book seek to enlighten, dynamic and critical discussions by and about women of color in the academy. Conceivably the most intriguing part of each chapter is the methodological approaches used to address race, gender, and social justice in the academy. Qualitative methods dominate the chapters with effective use of personal narratives and the lived experiences of the participants. The voices of those often ignored or forgotten are examined building on the legacy of women of color in the academy who paved the way for this generation and future scholars of color. Moreover, the chapters presented herein challenge assumptions, perspectives and beliefs about the significance of women of color scholars in the academy. They are provocative and provide direction for future research that advance knowledge and understanding for a better society based on social justice, equity and equal opportunity. They also give voice to both the shared diverse and common experiences of this group of women scholars of color and provide useful guidance and new perspectives on transforming the world's academics into more inclusive and equitable environments around the globe (Thomas & Hollenshead, 2001). Ultimately, outcomes from these collections of scholarly discourse, may have important implications for effective policy and program practice that raise important questions about institutional commitments that advocate for the advancement of women of color in the academy.

While universities world over are undergoing reforms and change, in the case of African universities as illustrated in this book, the reforms and changes are profound and can best be described as transformative. This book is unique in many ways, which makes it extraordinary. First, unlike other books that have examined issues on higher education in Africa from externalist positions, the contributors to this book are scholars who have been educated, are currently teaching in African universities or have taught in African universities. The book specifically focuses on transformations in the governance of African universities and its implications on equity, entrepreneurship, innovation, quality assurance, information and communication technologies (ICTs), and reform issues in higher education in Africa. The book presents pertinent research on governance in African universities in an experiential and empirical manner. The contributors of the book chapters include individuals actively involved in teaching, researching and governance of higher education institutions in Africa. The chapters are based on empirical data, including review of relevant literature. The book also recognizes that university governance is more than just crisis in financial or economic issues, but includes best management practices, shared governance, meaningful reforms, strategic planning, consultation, transparency and accountability, client (students, lecturers, parents and the public) satisfaction, as well as the role of the university in development. The contributions take cognizance of the fact that governance as a concept is facing fundamental changes in the context of global knowledge economy, and African local conditions. Contributors also take cognizance of the fact that one important source of change in Africa has been the accelerating speed of scientific and technological advancement in learning at universities where lifelong learning programs, adult learning programs, distance and online learning are relatively new. The chapters are also sensitive to new changes in gender, demographical, technological, education reforms, social and economic transformations in the governance of African universities. The book is basically an academic book for use by undergraduates and graduate students at universities, policy makers and formulators in African ministries of Education; supra national organizations, foreign organizations working in Africa, NGOs and CBOs as well as development stakeholders, and community organizers.

Though there has been a rapid increase of women's representation in law and business, their representation in STEM fields has not been matched. Researchers have revealed that there are several environmental and social barriers including stereotypes, gender bias, and the climate of science and engineering departments in colleges and universities that continue to block women's progress in STEM. In this book, the authors address the issues that encounter women of color in STEM in higher education.

Women of Color in STEM: Navigating the Workforce is an opportunity for making public the life stories of women of color who have persevered in STEM workplace settings. The authors used various critical theories to situate and make visible the lives of women of color in such disciplines and workplace contexts like mathematics, science, engineering, NASA, academia, government agencies, and others. They skillfully centered women and their experiences at the intersection of their identity dimensions of race, class, gender, and their respective discipline. While the disciplines and career contexts vary, the oppression, alienation, and social inequities were common realities for all. Despite the challenges, the women were resilient and persevered with tenacity, a strong sense of self as a person of color, and reliance on family, community, mentors, and spirituality. While we celebrated the successes, it is critical that organizational leaders, whether in education or other workplace settings, draw from narratives and counter?narratives of these women to improve the organizational climate where individuals can thrive, despite their racial, class and gender identity. This book will assist educational communities, professional communities, and families to understand their roles and responsibilities in increasing the number of women of color in STEM.

A volume in Research on Women and Education (RWE) Series EditorsBeverly Irby, Sam Houston State University and Janice Koch, Hofstra University The seven chapters address long-standing concerns from first-hand perspectives regarding women of color faculty in the academy, the marginalization of women of color scholars in the academy and the benefits of mentoring support. Discussion of such are threaded throughout this book. Mentoring has been a practice of leadership since Greek times, and research has documented the advantages of mentoring. Aligned with the authors espoused mentoring perspectives in this book, is the coined concept of "synergistic mentoring" Accordingly, "Synergistic mentoring is defined as a mentor and mentee working together collaboratively to (a) generate a greater good for both, (b) integrate diverse perspectives into the context, and (c) construct together an otherwise unattainable goal attempted independently. The authors of this book seek to enlighten, dynamic and critical discussions by and about women of color in the academy. Conceivably the most intriguing part of each chapter is the methodological approaches used to address race, gender, and social justice in the academy. Qualitative methods dominate the chapters with effective use of personal narratives and the lived experiences of the participants. The voices of those often ignored or forgotten are examined building on the legacy of women of color in the academy who paved the way for this generation and future scholars of color. Moreover, the chapters presented herein challenge assumptions, perspectives and beliefs about the significance of women of color scholars in the academy. They are provocative and provide direction for future research that advance knowledge and understanding for a better society based on social justice, equity and equal opportunity. They also give voice to both the shared diverse and common experiences of this group of women scholars of color and provide useful guidance and new perspectives on transforming the world's academics into more inclusive and equitable environments around the globe (Thomas & Hollenshead, 2001). Ultimately, outcomes from these collections of scholarly discourse, may have important implications for effective policy and program practice that raise important questions about institutional commitments that advocate for the advancement of women of color in the academy.

A volume in Research on Women and Education (RWE) Series Editors Beverly Irby, Sam Houston State University and Janice Koch, Hofstra University Encouraging the participation of girls and women in science, technology, engineering and mathematics (STEM) remains as vital today as it was in the 1970s. ... hence, the sub-title: "A Never Ending Story." This volume is about ongoing advocacy on behalf of the future workforce in fields that lie on the cutting edge of society's future. Acknowledging that deeply embedded beliefs about social and academic entitlement take generations to overcome, the editors of this volume forge forward in the knowledge that these chapters will resonate with readers and that those in positions of access will learn more about how to provide opportunities for girls and women that propel them into STEM fields. This volume will give the reader insight into what works and what does not work for providing the message to girls and women that indeed STEM fields are for them in this second decade of the 21st century. Contributions to this volume will connect to readers at all levels of STEM education and workforce participation. Courses that address teaching and learning in STEM fields as well as courses in women's studies and the sociology of education will be enhanced by accessing this volume. Further, students and scholars in STEM fields will identify with the success stories related in some of these chapters and find inspiration in the ways their own journeys are reflected by this volume.

While universities world over are undergoing reforms and change, in the case of African universities as illustrated in this book, the reforms and changes are profound and can best be described as transformative. This book is unique in many ways, which makes it extraordinary. First, unlike other books that have examined issues on higher education in Africa from externalist positions, the contributors to this book are scholars who have been educated, are currently teaching in African universities or have taught in African universities. The book specifically focuses on transformations in the governance of African universities and its implications on equity, entrepreneurship, innovation, quality assurance, information and communication technologies (ICTs), and reform issues in higher education in Africa. The book presents pertinent research on governance in African universities in an experiential and empirical manner. The contributors of the book chapters include individuals actively involved in teaching, researching and governance of higher education institutions in Africa. The chapters are based on empirical data, including review of relevant literature. The book also recognizes that university governance is more than just crisis in financial or economic issues, but includes best management practices, shared governance, meaningful reforms, strategic planning, consultation, transparency and accountability, client (students, lecturers, parents and the public) satisfaction, as well as the role of the university in development. The contributions take cognizance of the fact that governance as a concept is facing fundamental changes in the context of global knowledge economy, and African local conditions. Contributors also take cognizance of the fact that one important source of change in Africa has been the accelerating speed of scientific and technological advancement in learning at universities where lifelong learning programs, adult learning programs, distance and online learning are relatively new. The chapters are also sensitive to new changes in gender, demographical, technological, education reforms, social and economic transformations in the governance of African universities. The book is basically an academic book for use by undergraduates and graduate students at universities, policy makers and formulators in African ministries of Education; supra national organizations, foreign organizations working in Africa, NGOs and CBOs as well as development stakeholders, and community organizers.

A volume in Research on Women and Education (RWE) Series EditorsBeverly Irby, Sam Houston State University and Janice Koch, Hofstra University The Research on Women and Education SIG of the American Educational Research Association presents the third book in its series, Gender and Early Learning Environments. Finding after the publication of Gender and Schooling in the Early Years, the second book in the series, that there was and is a paucity of published literature on early childhood gender issues, the editors determined that one additional book on early childhood and gender issues was warranted in this series. The latest book in the series, Gender and Early Learning Environments, is encompassing of a wide range of topics addressing early childhood influences on gender and development of the whole child. For early childhood educators, this book aides in making visible and exploring the definition of what gender means in contemporary culture.