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The purpose of this collective case study was to explore the transmission of the Strong Black Woman (SBW) narrative and spiritual coping among spiritual Black women. The researcher utilized a social constructivist framework to guide the research process. After a review of the literature, the researcher recruited five mother and daughter pairs for the study. Data was collected using a demographic questionnaire, individual interviews, mother and daughter interviews, and identification of a meaningful scripture. To analyze the data, a cross-case synthesis of patterns related to the SBW narrative and spiritual coping resulted in five themes. Novel findings, implications, limitations, and future research is also discussed.

Recent financial problems have highlighted the portion of financial literacy classes related to credit and spending. The recent bursting of the real estate asset bubble and the ongoing economic crisis framed the research question for this study regarding the experiences of social studies and business teachers in teaching coursework in credit-related finance management. The purpose of this study was to understand teacher experiences in the classroom that involved teaching financial information related to consumer credit. The study was based on the theoretical foundations of constructivism and a synthesis of related economic and educational thought. A qualitative, constructivist, and interpretive case study was conducted using interviews with and observations of 6 business and 3 economics teachers. The results were horizontalized and then inductively grouped by phenomenological reduction into domains. Analysis showed that business and economics teachers were faithful in incorporating topics related to consumer credit-related finance education at, or greater than, the level outlined by state standards. The best methods recommended by research were prevalent in the instructional strategies. Teachers stressed the importance of literacy and numeracy. The infusion of economics in early grade levels had little effect on student performance. Participants felt that more finance education in high school was needed, either as a stand-alone course or integrated more efficiently into the curriculum. Implications for positive social change include evaluating financial curriculum components to improve instructional practices by being a part of the curriculum review process and helping administrators and teachers address poverty by improving students' financial skills.

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This study investigated the claim that some of the academically best evangelical colleges are in the process of secularizing. An instrument was developed which differentiated between evangelical and more liberal positions on religious, social, and political issues. Faculty attitudes were measured as representative of a particular college's position.;In Phase I, the DISCRIMINANT Program of the SPSS produced a predictor equation based on those questionnaire items which best discriminated between a stratified, random sample of faculty at known evangelical colleges and a similar sample at known secularized, church-related institutions. Validity of the instrument was shown as 94.59% of the evangelical professors were correctly pre-classified, as were 93.94% of their counterparts.;In Phase II, the predictor equation was applied to the responses of faculty at each of 15 colleges qualifying as the best evangelical institutions. Accordingly, 9 of these colleges were declared to be consistent with their evangelical claim and 5 were classified as secularized. One college was eliminated from the study due to a low response rate. A comparison for significant difference at the .05 level from the national evangelical mean of Phase I was made on those colleges declared by the predictor equation to be evangelical. Each of the 9 passed this test. Thus, since 35.71% of those colleges claiming to be evangelical were shown to be more alike the attitudes held by faculty at secularized, church-related institutions, it was concluded that the claim of secularization among the academically best evangelical colleges had empirical support. The variable of one's attitude toward the Bible proved to be a watershed issue in this analysis of secularization.;It was recommended that the evangelical community hold their colleges accountable, lest the trend eventually impact the larger evangelical movement. In addition, policy-makers at evangelical colleges were encouraged to continue hiring the best qualified evangelical faculty candidate, and to place greater emphasis upon the faculty members' continued spiritual growth. In short, the claim of evangelical colleges to center on God and the integration of faith and learning needs to be more actively pursued.

This study examines the progressive leadership of President J. A. C. Chandler in hiring the first women faculty at the College of William and Mary and explains the relationship between his presidency and his twenty-year career in education prior to 1919. During the early heyday of hiring women faculty in higher education, Chandler employed women educators at levels equal to national rates and surpassing regional standards. He did so in conjunction with his efforts to establish full coeducation at William and Mary. Chandler led a crusade to transform the College from a tiny, mostly male college into a vibrant coeducational state college. He expanded the student body by more than tenfold, made the student body gender equal, built a new campus, and created a utilitarian curriculum for vocational training.;Chandler also took dynamic steps to hire women faculty at a time when most southern women educators taught in women's colleges. He hired women to teach in a wide range of disciplines, sought them nationally, and treated them equitably. His willingness to hire women came from twenty years of experience working with women teachers in Richmond. Chandler made the College a model in the employment of women faculty. Through his dream to transform the College, Chandler opened the College's doors to women faculty as well as to women students.

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