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In Illinois school districts, a service-learning mentoring program is being used to increase student retention and achievement by providing student-led social support for high school freshmen, as well as opportunities for student development, civic engagement and academic success. The National Dropout Prevention center/Network (NDPC/N) recommends service-learning as an effective strategy for increasing students' self-esteem, promoting social development via opportunities to work in teams and collaborate with others, and developing their sense of responsibility. Mentoring is also highly recommended strategy. In 2007, the Illinois Lieutenant Governor's Office provided an opportunity to apply for the K-12 School-Based Learn and Serve Grant. This grant aims to address the need to enhance the freshman transition experience in its districts. This article discusses the planning, implementation, and the operation of the service-learning program in Illinois for 2007-2010. (Contains 5 endnotes.)

A great deal of attention has been given to the need for more minority teachers. This issue deserves serious consideration as the K-12 minority student population increases and the number of minority teachers does not. Various states have implemented programs designed to recruit minority teachers, including teacher shadowing initiatives in South Carolina and grow-our-own programs in Minnesota. Although numerous other programs have been started to increase the minority teaching pool, few have focused specifically on recruiting and retaining career and technical education (CTE) teachers. In this article, the author looks at strategies that can be used to attract more minorities in the classroom and highlights an innovative program at Southern Illinois University Carbondale that uses service-learning as a way to expose minorities to teaching. (Contains 3 endnotes.)

This research case study describes a faculty leadership development program which was implemented to help achieve institutional change and improve gender equity in a large U.S. university. A human performance technology (HPT) framework was used to design and evaluate this organizational intervention. In total, 28 tenured faculty of which 60% were women participated in this 9‐month program. A logic model and Kirkpatrick's four levels of evaluation were used to guide and assess this intervention. This mixed method study used surveys to determine knowledge gained and interviews to ascertain behavior change. Findings revealed that participants were able to apply what they learned, and they were satisfied with program, gained knowledge from the program (not at a level determined significant), and promoted to leadership roles and additional responsibility. When the program concluded, women faculty gender and leader identity interference decreased but was still greater than male participants. [ABSTRACT FROM AUTHOR]

This study examined whether women and men who were more skilled in one leadership style—servant, transformational, transactional, or passive avoidant—were better mentors and assessed if gender influenced leadership style or mentoring. Faculty (n = 56) who were members of one of two cohorts, participated in leadership development programs focused on gender equity at a university in the southeast U.S. The study used a quantitative cross‐sectional survey design and the units of analysis were individual program participants. Initial regression analysis revealed servant leadership was positively and statistically associated with mentoring and passive avoidant leadership was negatively and statistically associated with mentoring. Transformational and transactional leadership were not statistically associated with mentor competency. Gender was not found to be associated with leadership style or mentoring. Human Resource Development professionals and those who conduct gender equity and other leadership development programs should consider the benefits of servant leadership due to its gender‐neutral style and synergistic ability to develop leaders as skilled mentors. [ABSTRACT FROM AUTHOR]

This instrumental qualitative case study examines a formal mentoring program in fulfillment of a National Science Foundation (NSF) ADVANCE grant at SouthEast University. A total of 38 executive mentors and 58 protegees participated in a program that promoted gender equity leadership, professional development, and advancement. The purpose of this study was to explore mentor and mentee perceptions of learning and development experiences, and to determine the efficacy of program elements and leadership pipeline access for women faculty. Based on the results, we offer suggestions for improvement and lessons learned that can help inform similar combined mentoring and leadership development initiatives. [ABSTRACT FROM AUTHOR]

Byline: Cynthia Sims This grounded theory study examined the impact of skin tone bias, a form of intraracial discrimination among African-Americans in the workplace. Data revealed the negative personal and workplace effects of the phenomenon. Findings suggest that there is a silencing of issues of race, power and privilege in organisations. A critical human resource development perspective is recommended in order to explore and address the systems of privilege that perpetuate inequities in the workplace.

The authentic leadership (AL) framework was explored within small businesses to determine whether owners were authentic leaders who elicited enhanced job satisfaction and performance in their associates. Gender identity and work-role identity were mediators between AL and job satisfaction, and owner gender was a moderator of the AL framework. A total of 155 owners and associates from 63 small businesses in three U.S. states were studied. Using structural equation modeling, three leader models were developed--all genders, women only, and men only, and included the owner(s) and their associate(s). The findings revealed that for the all genders and women-only models, AL led to greater job satisfaction; job satisfaction did not mediate AL and performance; and leader gender moderated AL. For the men-only model, gender identity and work role identity mediated AL and job satisfaction. The results are discussed relative to gender, identity, and AL. [ABSTRACT FROM AUTHOR]

This conceptual paper addresses a unique niche. We summarize the qualitative, quantitative and theoretical research specific to African American women in leadership. Using an intersectional lens of race, gender and leadership identity, we revisit the seminal work of Parker and ogilvie's (1996) model of African American Women Executive Leadership to determine support for the model in theory and practice. We conclude by suggesting updates to Parker and ogilvie's model and discuss the future research needed to address this neglected demographic. This enhances leadership and diversity research and provides much needed recommendations on how to support diversity leadership in organizations. [ABSTRACT FROM AUTHOR]

The Problem Colorism is a preference for light skin tones and devaluing of dark skin. It is a genderized phenomenon, mostly affecting women, that creates social and workplace inequities and negatively affects women of color. In India, colorism is a customary practice perpetuated by cultural beliefs and values, social institutions, and the media. Although studies explore colorism among women of color within workplaces in the United States, qualitative research on the impact of colorism on career aspirations and opportunities of women of color abroad appears to be non-existent. The Solution Providing education about the impact of colorism on Indian women to HRD professionals can assist with the empowerment of women and address workplace inequalities based on skin tone. The Stakeholders As today’s global workforce is composed of people of color from various countries, and their cultural values affect their career aspirations and opportunities, human resource development professionals must understand the implications of colorism, particularly in countries where women are less empowered to challenge cultural beliefs and develop skills to address and prevent related workplace issues. The purpose of this article is to discuss how six India-born women experience colorism to increase awareness, fill the gap in the literature, and provide suggestions for engendering Indian women’s career empowerment. [ABSTRACT FROM AUTHOR]

This paper presents a rationale for discussing the marginalization of nontraditional students in the diversity discourse. Background: There is tremendous growth in adult college student enrollment, however marginalization of the nontraditional population is perpetuated through institutional policies and practices. Although there has been improvement in educational access for these students, they are still neglected programmatically and in service provision, similar to underrepresented student populations. This neglect is apparent in the omission of their experiences in scholarly diversity literature. Method: A content analysis of 706 sources was conducted to determine how often and in what ways nontraditional adult student experiences are explored as diversity issues. Results: A huge gap in the diversity literature regarding nontraditional adult students' experiences exists. Conclusion: This oversight silences adult students' voices and impedes their academic and economic progress. Application: Increasing diversity publications about adult students' experiences as a marginalized population will provide resources to educate diversity scholars, practitioners, and college personnel. [ABSTRACT FROM AUTHOR]