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Few studies have examined the growing trend of teacher-legislators, specifically teachers' trajectory to elected office. Drawing on qualitative data and raced-gendered frameworks, this article examines how three female teachers of color in one Southwest state leveraged their teaching experiences to shape their policy priorities and how they navigated policy and political environments. The teacher-legislators in this article created counter-narratives on teachers and their abilities. Their experiences illustrate how teacher-legislators resisted and transformed state policies that affected urban students.

This article examines how university presidents who led their institutions to achieve Carnegie "R1 Highest Research Activity" managed policy tensions created by prestige priorities and worked with groups and coalitions internally and externally. Striving to achieve R1 status requires U.S. universities to re-calibrate their focus, resources, and messaging both internally and externally. Using four elements of policy entrepreneurship (PE), the three cases included in this article illustrate the critical role of university presidents as PE in maintaining a sustained effort over an extended period. University leaders displayed their social acuity and built teams by cultivating their social and political capital with influential constituents and groups. As PE, university presidents were deliberate and thoughtful about the language they used to define and describe policy problems and solutions. The findings expand our understanding of the role of university presidents as PE.

In this case study, I draw attention to key Nevada Latina/o legislators' policy ways of knowing and their higher education policy priorities. A focus on the policy actors uncovered structural, racial, and cultural assumptions in policy-making often absent in the exclusive analysis of policy interventions. Their policy ways of knowing were shaped in at least three ways: acknowledging and naming the sources of structural inequities, embracing political humility, and challenging policy knowledge-generating practices.

For researchers in the global South, international recognition in science arguably involves engaging with the norms, ideas, and people leading research activity in the global North. This article explores the relationship between international research collaboration and the publication activity of highly cited researchers in Brazil, a country that exerts regional leadership in scientific production in Latin America, but remains relatively peripheral to global science. This study examined the career trajectories and publication patterns of highly cited researchers based in Brazilian universities, using Web of Science and CV data. Our findings show a pattern of international mobility among the Brazilian highly cited researchers from the early stages of their careers. With few exceptions, engagement with the academic Anglosphere is central to their achievement of highly cited status, which is derived from co-authored publications with collaborators from the United States, the United Kingdom, and Australia in large teams.

This study explored students' perceptions about school counselor influence on college aspirations in the fifth largest school district in the nation. Using 2015 survey data from 12th graders, the findings indicated that students who selected their school counselor as the most helpful person for college advice were more likely to intend to go to college, as compared to students who selected other individuals. Practical implications highlight the important role of school counselors in urban districts with significant first-generation college student populations.

There is limited research on how postsecondary institutions prepare to become HSIs. This chapter examines organizational change through a group of emerging HSIs and their governance, policy, and leadership.

This chapter synthesizes the authors' recommendations for academics and practitioners as colleges and universities prioritize institutional policies and programs to ensure Latino/a student success.

Community colleges serve as the point of entry for the majority of Latinos in higher education, offering low-cost, smaller-scale educational opportunities in the communities where students live and providing the preparation for four-year colleges and universities that may have been lacking in their K-12 education. The challenges to community colleges in providing services to Latinos are great, but their potential to facilitate the achievement of Latinos is vast.