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Here is this week’s news of grants or gifts to historically Black colleges and universities or for programs of particular interest to African Americans in higher education.

This collective case study examined the experiences of four African American gay band students attending historically Black colleges or universities (HCBUs) in the southern United States. This study explored influences that shaped the participants' identities as they negotiated numerous complex sociocultural discourses pervasive and challenging to gay African American band students. Utilizing participative inquiry, participants were asked to read, reflect on, and respond to historical and current research literature concerning the schooling experiences of Black students. Their responses were analyzed within a multifaceted theoretical framework, including poststructual theory, critical race theory, critical theory, and lesbian, gay, bisexual, transgender, queer, or questioning (LGBT2Q) studies. Present throughout the participants' descriptions was an ever-evolving and renegotiated gay African American identity within the HBCU band setting. Findings indicate that the construction of an African American gay male identity within an HBCU band setting was a source of tremendous consternation concurrent with positive experiences of acceptance and community. Numerous implications for music educators in K–12 settings are provided, including recognizing and stemming bullying and harassment in classroom settings.

This qualitative study of 28 Black faculties across two institutions explores how professors perceived their unique relationships with Black students. Participants noted the challenging and beneficial aspects of their relationships in ways consistent with \"othermothering\" frameworks, noting their close relationships based on similar experiences in the academy, commitments to community uplift, and high expectations. While there were time and energy costs, participants also cited personal and professional benefits associated with student interaction, including social support, research insights, and connecting them to their communities in meaningful ways.

This article examines Minzu University of China (MUC), the nation’s leading ethnic minority university, relative to faculty perspectives regarding initiatives to strengthen MUC as a comprehensive university. Based on a case-study approach, and employing organizational culture as a theoretical lens, the authors identify three narratives of change that Minzu faculty use to describe and make sense of the contemporary institutional context: internationalization, marketization, and ethnocultural development. These narratives are discussed in light of the university’s historic mission of serving the nation’s ethnic affairs. Finally, comparisons are made with regard to global trends in higher education reform as well as with other minority-serving universities, such as historically black colleges and universities (HBCUs) in the United States.

\"This volume focuses on research and theoretical developments related to the role of place or geography in matters of education, human development, and health. Multiple disciplinary perspectives are presented in order to provide different views of the strengths and problems in our communities. Research presented provides historical, moral, and scientifically based arguments organized to inform understandings of civic problems as well as to present possible solutions\"-- Provided by publisher.

The purpose of this qualitative case study was to explore faculty diversity in the South by examining the campus climate and leadership commitment to the recruitment and retention of African American faculty. The Critical Race Theory (CRT) concept of storytelling captured the participants' personal experiences and perceptions. Three higher education institutions participated in this study. Taking part were eight participants, including two senior administrators (deans), and six African American faculty members, all of whom answered 11 questions via an on-line questionnaire that provided answers to the three research questions. First, how do African American faculty members and the university's leadership describe the university's leadership and campus climate at selected higher education institutions in the South in regard to recruitment and retention strategies that promote faculty diversity? The participants described that the strategies are not evident on the college campus and short/ long range strategies need to be developed. The climate was open and receptive. Second, how do African American faculty members, and the university's leadership depict the campus climate with regard to the institution's recruitment and retention of African American faculty? The participants depicted the campus climate as embracing multiculturalism and supporting diversity initiatives. Third, how do African American faculty members and the university's leadership portray the university's leadership commitment to increasing African American faculty on the college campus? The technical college (HEI1) and the public four -year univeristy (HEI2) participants portrayed that more of a commitment is needed, but all three campuses need more faculty development and diversity training.

This qualitative study examined how Black male students develop supportive relationships with White faculty members and advisors at a predominately White urban institution in the Southeastern United State. A multiple-case study method was used to explore how Black males define support, what faculty and advisor characteristics attract Black male students, what events promote relational growth between Black male students and White faculty member or advisors, and how race impact their relationships. Findings suggest that participants were more likely to seek support and build relationships with White faculty members and advisors who gave direction, advice, and informational support. It also appears that White personnel were able to leverage commonalities they have with participants to strengthen their relationships. When White faculty members and advisors practiced the behaviors listed above, they helped participants overcome negative impressions or assumptions they made of these professional staff based on race. Finally, the classroom was found to be an effective place for White faculty members to communicate to participants that they were available for relationships. Findings also suggest that Murphy and Ensher's (1997) Cross-National Mentoring Theory may be useful in understanding how Black male students and White faculty members and advisors move from casual to mature relationships. However, there was not enough data to determine how useful Cross's (1991) Model of Black Identity and Sellers et al.'s (1998) concept of racial salience could be in understanding cross-cultural racial formation between the pairs in the study.

There is an abundance of data that indicate that social inequality contributes to the school failure of African American and other children of color. Despite this finding, educational leadership preparation programs, have not, overwhelmingly embraced a social justice curriculum (Lopez, 2003). The purpose of this study was to understand faculty and student perceptions regarding the extent to which the doctoral program in Urban Educational Leadership at a Historically Black College and University (HBCU) explicitly or implicitly espouses a social justice agenda in the preparation of leaders. Additionally, its purpose was to study stakeholder perceptions of the extent to which the program succeeds in advancing such an agenda. This study was guided by three research questions: (1) What perceptions do faculty and graduates have of the core curriculum employed by Mid Atlantic University's doctoral program in Urban Educational Leadership to encourage the utilization of a social justice style of leadership? (2) How do faculty and graduates of Mid Atlantic University's doctoral program in Urban Educational Leadership perceive the impact of the core curriculum on the development of dispositions held by graduates toward social justice leadership? (3) In what ways do faculty and graduates perceive the ability of core curriculum used by Mid Atlantic University's doctoral program in Urban Educational Leadership to provide skills that translate into the adoption of a social justice style of leadership? This study employed a qualitative, case study research design. Utilizing a purposive sampling procedure, the prime method of data collection involved semi-structured interviews from 11 key informants comprised of 8 alumni and 3 faculty members from the program under review. Key informants focused primarily on the teaching strategies used by program faculty in their attempt to develop the knowledge base, skill sets, and dispositions of social justice leadership. Critical Race Theory (CRT) served as the theoretical anchor for this inquiry. CRT, as a theoretical framework, places heavy emphasis on the importance of viewing institutional policies, practices, and structures through a historical and cultural frame to ensure that the impact of race and racism are properly examined and acknowledged (Love, 2004). Results from this study revealed two major findings: (1) social justice concerns were addressed only in those courses where such issues were directly applicable and (2) students who come to the program with prior knowledge, professional or life experience, or personal interest in or with social justice expressed a more favorable impressions of the program's ability to impart a social justice outlook than those students who identified no such experiences. Based on the findings of this study, recommendations are made for practice, and further research.

Professors' growing service obligations, including chairing committees and counseling students, make advancement tougher for many of them, especially women and minority-group members. Some professors find it hard to balance service work with teaching and research. The answer may be simply to reward professors for good service.