This chapter has pedagogical implications for online graduate students to define researcher positionality. It offers graduate-level examples for the articulation of researcher positionality within online graduate-level research including theses, dissertations, and academic writings. This chapter is relevant to current master's thesis or doctoral dissertation writers at American institutions of higher education through distance, blended, or hybrid delivery modes. The authors suggest instructional strategies and a research supervisor agency to guide current master's thesis or doctoral dissertation writers in the articulation of researcher positionality. This fosters self-awareness of an online researcher's stance, subjectivities, proclivities, and standpoint prior to study participant engagement for data collection. This chapter may also be applicable to tenure-track faculty in need of this exposition for current empirical research and/or graduate student instruction.

What would happen if no cotton was furnished for three years? England would topple headlong and carry the whole civilized world with her. No, you dare not make war on cotton! No power on earth dares make war upon it. Cotton is King.

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This chapter presents the results of a systematic review of the current scholarship into doctoral student agency from a U.S. perspective. In past work, the authors and others have explored doctoral student and research supervisor agency from the perspective of scholar-practitioner agency within the doctoral learning community as well as the post-doctorate practice-based research agenda. This chapter focuses on a systematic analysis of the current scholarship published since 2019 that has continued to examine the aspects of doctoral student voice, agency, academic identity, and dissemination of graduate student research. Theoretical perspectives are drawn from the scholarship of situated learning theory and other theories that define how and why doctoral students are able to move from the periphery of the doctoral learning community to entrance into the scholarly academic and publishing community.

Postsecondary organizational statistics show women remain limited and underrepresented within presidential and provost appointments, and progress has slowed into the 21st century. This chapter presents a critical review of the current scholarship of gender parity among higher education executive leadership specifically for a construct of voice dispossession. In past work, the authors have discussed how voice dispossession occurs among a dominant past culture and imbalanced power domains amid hierarchical structures for evolving organizational cultures as women often adopt a filtered voice or make attributional accommodations amidst challenges within these power and gendered organizational structures. This chapter extends the conversation by examining this focus within the larger body of research into women in higher education executive leadership to reveal limits of access and career success. While these power domains have historically been predominant across North America, parallels exist among other continents.