Globally, rural educational systems and communities are facing varied issues that impact the holistic well-being of residents ranging from the need to increase access to health and educational resources to addressing food and housing insecurities. In this manuscript, we expound upon the rural cultural wealth conceptual framework to demonstrate the application of this conceptual framework globally. Using the Nigerian context, we illustrate how the resourcefulness, ingenuity, familism, and unity found within rural communities can be harnessed to improve rural education.

Purpose Rural education research has historically been cast in a deficit lens, with rural places characterized by their problems or shortcomings, as if the way of understanding rural itself is to compare it to nonrural locales. These intransigent and narrow perceptions of rurality hinders recognition of the assets and possibilities of rural places. The purpose of this paper is to apply community-empowering, transgressive knowledge to analyses of rural communities to advance rural education research and practice. Design/methodology/approach In this conceptual paper, the authors propose an asset-based, conceptual framework to ground rural research and education practices: rural cultural wealth. Findings The authors describe and explore the concept of rural cultural wealth within the context of education. Furthermore, the authors discuss the dynamics of rurality and propose four constructs that comprise the rural cultural wealth framework, rural resourcefulness, rural ingenuity, rural familism and rural community unity, and consider implications for future research and practice. Originality/value The goal of this paper is to advance a rural cultural wealth framework aimed to interrupt social reproduction of educational inequities that impact rural students.

The Department ChairVolume 33, Issue 4 p. 30-31 Book Review Diversifying Your Campus: Key Insights and Models for Change Crystal R. Chambers, Crystal R. ChambersSearch for more papers by this author Crystal R. Chambers, Crystal R. ChambersSearch for more papers by this author First published: 31 March 2023 https://doi.org/10.1002/dch.30521Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat No abstract is available for this article. References Wechsler, Harold S. 1981. “An Academic Gresham's Law: Group Repulsion as a Theme in American Higher Education.” Teachers College Record 82 (4): 567–88. Volume33, Issue4Spring 2023Pages 30-31 ReferencesRelatedInformation

Diversity, equity, and inclusion are laudable objectives, but how do we move beyond a proclamation of value to the gritty work of critique, openness, and action? One practice in institutional improvement is to focus on what can be counted, but cultural changes are more difficult to see. Finding ways to observe and measure what is inherently difficult to quantify includes quantitative, and qualitative data, proxies, and narratives. As beacons of social change, universities have historically been on the leading edge of ensuring diversity, equity, and inclusion. In the paper, we use a reflective case study design to challenge myths that protect the status quo and describe data and proxies for baseline diversity, equity, and inclusion. Our case study focuses on how one university uses institutional research and introspection to craft policies and practices along its journey toward a more diverse, equitable, and inclusive campus climate.

The Department ChairVolume 33, Issue 2 p. 5-6 Articles On Black Widows in Academe: Cultivating Healthy Academic Departments Crystal R. Chambers, Crystal R. ChambersSearch for more papers by this author Crystal R. Chambers, Crystal R. ChambersSearch for more papers by this author First published: 30 September 2022 https://doi.org/10.1002/dch.30472Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume33, Issue2Fall 2022Pages 5-6 RelatedInformation

The psychological distress that Black women experience as an amalgamation of marginalized identities is further exasperated upon entering the academy as a tenure track faculty member. This distress can manifest as suicidal ideation. For this reason, radical self-care must become an integral part of the socialization of Black women during graduate education and probationary tenure phases. Moreover, seasoned academics are encouraged to include sister care as an extension of radical self-care.

Research on young Black men often emanates from pathologizing deficit orientations. Using the High School Longitudinal Survey of 2009 (HSLS: 09), we analyze the postsecondary aspirations of ninth-grade Black men, examining them in light of their college knowledge and interactions with school counselors. We find that the aspirations of these students are high; however, their college knowl-edge is limited as well as their access to those persons often designated to support college choice processes-school counselors. Young Black men who talk to their school counselors about college are more likely to talk to their counselors about courses, careers, and personal prob-lems. Implications for school-based policy and practice are addressed.

of the event in the elementary school. President Bush stated later that he knew the nation was watching and that he wanted to set a good example by exhibiting calm to the students. He had the ability to collect his thoughts and decided not to show anger at that point in time. In short, he was in control of his emotions (WTSP 2018). How to handle mistakes. An indisputable fact is that people will make mistakes. Faculty will watch how you handle these situations. Leaders who get angry and lash out reinforce the idea not to make any mistakes or to hide mistakes that do occur. According to Deming (2000), when dealing with mistakes, the first step is to determine whether it is a systems problem (people in a bad set of work rules or procedures) or a people problem. System problems require changes to processes. People problems require training or other actions. Leaders should address the immediate problem and take steps to ensure that the issue does not happen again. Leaders must assess intent. If the failure was the result of a sincere effort, pick the employee up, dust them off, and try again. If the failure was the result of a lack of effort or a deliberate act, take immediate action (Griffith 2020). Take care of them, and they will take care of you. If your faculty member has an idea, try to help them implement it. If implementation is not possible, let them know why not. Maybe in that discussion you will come up with something that will work instead. Be mindful of when those who work for you are stressed, and do what you can to remove stressors. By all means, be honest. Your faculty and support staff want to trust you. Other ways to show you care are to be aware of life events for those who work for you. Everyone likes to be remembered on their birthday. An email or small gift card lets your faculty or support staff know that you care about them. If you have not done so already, get a birthday list and put it in your calendar. Funerals are an unfortunate part of life, but again, send a card or flowers. Attend when you can. These actions let your faculty and staff know that you care about them as a person (Griffith 2020). Balance (for chairs and everyone else). Work-life balance is critical for long-term happiness. If people work too hard, their family may suffer or even split. Families are irreplaceable. One cannot get back the time that was lost to neglecting family. Those who give their lives to the organization normally do not like the long-term exchange. Take the time to rest and recharge. Protect your time off. Keep educating yourself and be sure to exercise and get enough sleep (Covey 2004). Here are three easy tips to remember: (1) get a mentor, (2) take care of yourself, and (3) don’t give time to those with negative attitudes.

Too often research on Black boys emanate from deficit orientations and take a problem centered approach which overemphasizes stereotypes or pathologizes Black male students, overlooking their aspirations and successes. Utilizing the High School Longitudinal Survey of 2009 (HSLS: 09), we examine the postsecondary goals of Black male ninth graders as well as the relationships among their educational aspirations, college knowledge, and supportive school personnel using Community Cultural Wealth as the conceptual framework. We found that the educational aspirations of Black male ninth graders are high; however, their knowledge of college falls short of their educational aspirations and their relationships with teachers and school counselors. We discuss the strengths, attributes, and systems of support that are useful to rural Black male students as they transition through secondary education to post-secondary settings and call for a paradigmatic shift using family-school-community partnerships based on the findings

Educational leaders are faced with multiple ethical decisions every day. This article presents the Values–Issue–Action (VIA) Model as a tool for developing ethical decisions in K-12 schools. The model is presented with three scenarios from K-12 education to practice using the model into practice. The model can be used by current school leaders and those in higher education programs developing future K-12 leaders. The model can also be used in school and district professional development to have leaders examine ethical dilemmas they face daily.

Table of Contents for Volume 5, 2020 of the Journal for the Study of Postsecondary and Tertiary Education

In this study, we sought to examine a growing phenomenon in academe of young full professorships, but through the lens of young Black full professors in higher education as a field of study. This study explores the experiences of seven young Black faculty who attained the rank of full professor before age 45 and whether their pathways to full were challenged because of their age. Challenges to Black faculty advancement through faculty ranks generally are well documented; however, this work adds a dimension of youth and inactionable age discrimination to the literature. Implications for law, policy, and practice are discussed.

Public education in the United States is White, middle class, and urban/suburban normed. However, in the past decade, national population trends show an increase in minority populations, particularly in the southeastern United States. This trend has resulted in a cultural mismatch between teachers who are not trained in strategies that are responsive to the needs of a diverse student population. Novice teachers in a rural school district in eastern North Carolina participated in a study to examine the degree to which they were prepared to successfully interact with their culturally diverse student populations through the lens of culturally relevant classroom management (CRCM), based on their training at either historically White (HWIs) or Black (HBCUs) postsecondary institutions. As part of this larger study, we found that teachers trained at HWIs, although well-intentioned, enter the classroom far less prepared than their HBCU-trained counterparts. However, for both groups of novice teachers, intercultural interactions earlier in their lives seem to have a greater influence than institutional effects on effective, culturally relevant classroom management practices.