This edited volume covers a wide range of topics pertaining to historically Black colleges and universities (HBCU's): e.g., history, changing student demographics and missions, student achievement, financial aid and educational opportunities, the digital divide, White and Black faculty, strategic planning, and comparison between Black colleges and universities in the United States and those in South Africa. The collection of academic papers not only provides comprehensive information on HBCU's, but also critical analyses of the past, present, and future of this historical product grown out of the socio-political-economic-cultural segregation of Blacks in the society. Although this particular category of higher education is historically and symbolically tied to a particular racial group, changing student and faculty demographics complicates the identity of HBCU's, which the book does not neglect.  The book contains 11 scholarly papers from eclectic traditions of historical, statistical, qualitative, and literature-based research. Three appendixes--a directory of HBCU's, a directory of predominantly Black colleges and universities, and a bibliography of further readings on the subject--add a value to this book.  Scholars and students who are interested in the topic of Black colleges and universities will find the book resourceful and enlightening.  

Leaders of color and female leaders in higher education represent pioneers according to the author Valverde who has spent 35 years as an educator and educational administrator.  Drawing upon existing literature, his experience, and interviews with other minority leaders, he concludes that they have overcome multiple disadvantages and adversaries to reach their current positions and and will need to continue exhaustive and often self-doubting fights. His general discussion of difficulties that minority leaders face in higher education is informative.  Particularly insightful are several chapters devoted to specific groups such as "African American leaders," "Latino leaders," "women of color," "Asian American leaders," and "American Indians."  Leaders in these categories share their experiences with subtle and explicit stereotypes, prejudice, and discriminatory practices in higher education.  Their personal stories indicate that their intellectual and leadership capacities were questioned more harshly than the majority faculty and undervalued at times.  Dehumanizing treatment of minority professionals, such as unwarranted stops by the police, also extends beyond the ivory towers, which contributes to their weariness.  It is striking to see that these highly accomplished professionals are not exempt from either the subtle or the blatant stereotypes and prejudice that ordinary minorities encounter on the street.  Challenges and dilemmas that both the male and female leaders of color share in the book become the basis of 19 lessons that the author offers to help other leaders of color and women survive and thrive in their current and future leadership roles.  The book ends with a hopeful note that the future will be brighter for the next generation of leaders of color and women. Although this conclusion may reflect his personal hope and desire and although much work needs to be done to realize such a hope, higher education as a thriving place for leaders of color and women is a worthy dream to proffer.