This article examines how gender construction and the literacy experiences of Black adolescent females can be shaped and motivated by their interaction with specific multicultural texts. This discussion further explores how current theories of race, identity and gender construction, and literacy learning in English language arts classrooms inform and provide additional clarity to the results of a content analysis study of four multicultural contemporary adolescent novels. As such, this discussion offers plausible insight for how a broader view of literacy learning theory may apply when discussing the literacy experiences of Black female adolescents and other marginalized readers.

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This chapter explores ways in which the cultures of today's higher education institutions affirm or deter the ascent of Black women to senior administrative positions. Black women continue to emerge as leaders across all industries despite facing substantial adversity from the intersectionality of race and gender. What is different is an unprecedented post-pandemic landscape, as an alarming number of persons choose to depart from occupational roles that were until recently, coveted and long-held. Black women have a well-established record of providing value without reciprocity from the institutions they serve. The burgeoning number of qualified Black women scholars poised to contribute significantly from a role of leadership must be supported. By acting with intention, the potential value add proposition stands to propel the academy and society forward in ways that align with a truly diverse and equitable future vision. Strategies to inform and address challenges through leveraging advocacy, mentorship, sponsorship, and tools like the comparative value culture assessment are discussed.

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