This article shares the lives of three Latina faculty members teaching in state colleges of education. Interviews revealed that the personal and professional experiences they encountered on a daily basis reflected tokenism in the academy, varying levels of support, and perceived burdens and expectations. All three women saw knowledge as contextual and often relied on feelings and intuition to describe and assess their lives in the academy. Recommendations for change within the academy are offered. Anthropology & Education QuarterlyVolume 31,2000 seemed encouraging, Latina women in 1993-94 earned only 2.6 percent of doctorates conferred, with only Native American women lower, at .4 percent (Chronicle of Higher Education Almanac 1996). Many of these doctorates are utilized in employment outside of higher education. Moreover, the number of Latina women in academic ranks continues to remain low. A 1995-96 survey of 33,986 full-time faculty members notes the small percentages of Latina women employed in colleges and universities. In terms of rank, only 9 percent of Latina faculty members held full professorships, and only 16 percent held associate positions-the lowest percentages of all female ethnic minority faculty in these two ranks. A disproportionate 75 percent of Latina faculty held the rank of assistant, instructor, or lecturer. Even more discouraging, the survey reveals that Latina faculty members were the lowest percent of all tenured faculty members represented in higher education when compared for gender and ethnicity (American Indian, Asian, black, Latino/Latina, and white) (Schneider 1997).

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For those individuals diagnosed with diabetes, the challenge is how to cope and manage the many aspects of their lives. The aim of this qualitative synthesis was to evaluate research studies for findings and then synthesize patients' experiences within the context of diabetes self-care while facing daily barriers. A total of 95 findings from 21 studies were categorized via like themes. These themes were further analyzed and aggregated to represent an interpretive meta-synthesis via a rigorous methodological protocol as described by Pearson, Robertson-Malt, and Rittinmeyer and the Joanna Briggs Institute. Meta-synthesized findings suggest that patients "avoid and hinder self-management" as well as "desire self-care and living life." Clinicians can improve interactions and potentiate understanding when the therapeutic approach is about the person living with diabetes as opposed to clinical control.

Findings showed that the lack of dialogue in co-bedding teaching often deters caregivers and families from seeking further education or consultation. Nurses need to ensure that safe sleep practices are taught and that the material provided pertains to the caregiver's specific cultural and familial situation.

Rural graduate students face numerous barriers and obstacles in attending higher education. One such obstacle is academic advising from a distance. The intent of the authors was to examine the advising experiences of master's degree level special education students who had received e-advising from their academic advisor. A short email survey was designed to collect data relating to e-advising received by rural, part-time students. Results of the survey indicated that in-person advising at a university site (traditional advising model) would not have been suitable and e-advising was meeting their needs at this point in their graduate education. The participants also explained that the necessity of being advised in person is no longer valid.