This study uses case study analysis to explore the ways that Spelman College, a historically Black women's college, promotes the attainment of African American women in STEM fields. Although limited to one institution, the findings shed light on the ways that institutional characteristics, policies, and practices may mitigate the barriers that limit attainment of African American women in STEM fields. Drawing on the findings, the paper concludes with recommendations for improving policy and practice as well as recommendations for additional fruitful research.

Presented in this chapter is a case study of African American female STEM majors attending a historically Black women's college. We offer numerous implications for future research based on institutional characteristics that help explain women's achievement and high rates of STEM degree attainment.

African Americans give a larger percentage of their disposable income to non-profi ts than any other racial group, including Whites. However, there is a lack of literature on Black giving to higher education. This lack of research is particularly acute in our current state of decreased funding to higher education. This case study of the United Negro College Fund ' s (UNCF) National Pre-Alumni Council (NPAC) explores how organizational identity and social exchange theories apply to AfricanAmerican students and young alumni of the millennial generation at private-historically Black colleges and universities. The study includes 25 interviews of NPAC participants and advisors from 13 institutions, representing one-third of the UNCF. This research broadens our understanding of how African Americans in the millennial generation

Using a constructivist case-study analysis, we explore philanthropy toward higher education among lesbian, gay, bisexual, transgender, and queer (LGBTQ) alumni, examining the role of advancement staff and alumni advocates in engaging LGBTQ alumni to promote individual and community uplift. Data come from focus groups with 37 advancement staff and 23 LGBTQ alumni at three higher education institutions. Findings reveal the importance of advancement staff and alumni in promoting LGBTQ alumni philanthropy. Specifically, participants discussed LGBTQ advancement staff, accounts of microaggressions and overt discrimination, and taking a leadership role in promoting culturally sensitive practices. Both advancement staff and alumni spoke of how alumni volunteering can lead to deeper engagement, and in the difficulty of recruiting and retaining volunteer leaders within the LGBTQ communities. We draw implications from our findings, discussing the importance of relationships and trust when working with alumni from diverse communities. Our discussion also highlights the need to hire a diverse representation of staff, create a warm campus climate for current students, and have culturally competent staff.

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