We argue that prioritization, simultaneity, and mutual exclusion are mind-body integration functions that can't be addressed meaningfully at the psychological (computational) level alone. We describe the outlook for an integration between Kurzban et al.'s profound discussion of opportunity cost/benefit prioritization and decades of related development in biofunctional science.

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This chapter addresses issues of race and social identity that can affect the academic success and educational attainment of students from various backgrounds, races, and ethnicities. It begins with a description of the historical view of higher education with a focus on underrepresented populations and the effect of lasting discriminatory practices. Next, this chapter examines the role of stereotype threat, implicit bias, and teacher expectations on student achievement. It concludes with workable solutions and recommendations for the classroom. The chapter asserts that teacher expectations have a powerful influence on students' thoughts, behaviors, and ultimate success in school.

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