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This paper uses former Black girl students' experiential knowledge as a lens to examine Black students' experiences with formal and informal curriculum; it looks to the 1970s during Waco Independent School District's desegregation implementation process.

Guided by critical race theory, I used historical and oral history methods to address the question: In newly desegregated schools, what does Black females' experiential knowledge of the academic and social curriculum reveal about Black students' experiences within school desegregation implementation process? Specifically, I drew on oral history interviews with former Black girl students, local newspapers, school board minutes, legal correspondence, memoranda, yearbooks, and brochures.

Black girls' holistic perspectives, which characterized Black students' experiences more generally, indicate Waco Independent School District's implementation of school desegregation promoted a tacit curriculum of Black intellectual ineptitude.

My main contribution is the concept of tacit curriculum, which I identified through the lens of former Black girl students, whose experiences spoke to Black students' experiences more widely. It also offers Black females' firsthand perspectives of the school desegregation implementation process in Texas, a perspective, a process, and a place heretofore underexamined in history of education scholarship.

The purpose of this paper is to explore the association between local entrepreneurs’ perception of the city’s decline and their place attachment (measured in terms of commitment to the declining city and sense of how the declining city compares to other cities).

The authors surveyed entrepreneurs in a relatively small sample (N = 105) from a declining city of about 78,000 residents in the USA.

The authors found significant inverse correlations and found that, after controlling for length of residency, the entrepreneur’s perception of the city’s decline predicted lower place attachment. The authors also tested a moderation hypothesis and observed that, whereas professional-service entrepreneurs with both stronger and weaker perceptions of the city’s decline showed similar place attachment, non-professional entrepreneurs showed significantly more variation, displaying both the highest place attachment when weak in perceptions of the city’s decline and the lowest place attachment when strong in perceptions of the city’s decline.

The authors discuss implications for place attachment, place image and place branding research, as well as for the study of place context’s effects on entrepreneurship.

Results hold implications for place branding’s participative development and for reasons to expect some difficulty in place branding when the context is a declining city.

Relative to prior research in place management, the research features a neglected segment of the city’s population, business owners, to study place attachment. Relative to prior entrepreneurship research, the authors advance the study of context’s effects on entrepreneurship by extending it to the place context of declining cities, which are not usually featured in entrepreneurship studies.

This small‐sample (N = 84) study investigated human resource management practitioners’ views of academic research relevance to, and management professor effectiveness in, management development. Results indicate that practitioners do not particularly value academic research, especially relative to other kinds of information they may access in pursuing their management development. Practitioners view management professors as somewhat ineffective, especially relative to executives and consultants, as instructors in management development seminars and workshops. A curvilinear relationship between company size and respondents’ ratings of both academic information’s utility and professors’ effectiveness was also observed. Implications for future research are discussed, as well as for efforts to enhance research’s relevance and increase professors’ managerial work exposure.

This study examined the value of using near-peer video-based feedback to help train aspiring school leaders in coaching strategies. This research is part of a larger study in which feedback was solicited from both aspiring teachers and aspiring school leaders. The current study focused on the responses provided by the aspiring school leaders.

This study utilized a phenomenological design. Undergraduate students enrolled in a public university in the Southwestern United States were recorded delivering instruction during their final semester of student teaching. These videos were uploaded to a secure website using EdPuzzle. Graduate students aspiring to be principals who were enrolled in a supervision course at the same university observed these classroom videos and provided feedback.

In regard to what participants learned about using video recordings, responses of aspiring principals fell into three themes as follows: establishing trust, providing critical feedback and broadening perspectives.

This study is limited by it being a small-scale study conducted at one public university in the Southwestern United States. Accordingly, the findings of this study are limited in their generalizability.

This study highlights the usefulness of collaborations between educator preparation programs and principal preparation programs to enhance the learning of both student groups.

This research adds to the small but growing body of literature regarding near-peer video-based feedback and its potential value in helping aspiring principals practice coaching skills using written feedback.

Inequality is an important organizational phenomenon. Scholars have argued that inequalities persistently dwell in the flow of our lives and have a lingering impact. Yet, despite such compelling evidence, research has overlooked how individuals make sense of the inequalities they face inside and outside the organizations. The purpose of this paper was to address these gaps and capture its complexity on individual lived experiences with inequalities.

The present study used Seidman's adapted 2-interview strategy to collect the data. The first interview placed the participant's life history at the center, allowing the participant to share their childhood and adulthood experiences with inequalities inside and outside the organizations. The second interview focused on the concrete details of the participant's present lived experience and their reflections on the meaning of their experiences. In total, the present study relied on 26 interviews with 13 participants.

Lived experiences provided an extended-time view and allowed the researcher to explore how study participants perceived, coped and were shaped by inequalities throughout their lives. In addition, the sense-making perspective offered a new lens to study inequalities. Findings underscore the racial, class and gendered dynamics within organizations supporting their intersectional impact and acknowledge the pre-existing societal norms that condition individual actions and choices.

The study presents an “engaged” view of inequality to highlight it as a cumulative and complex experience. The findings help us recognize that participants are immersed in their specific contexts to act, negotiate, empower and make decisions under real-life pressures. Overall, the study pushes the boundaries of inequality research beyond its current episodic treatment.

Landslides are common occurrences in the US West. Some of these events cause injury and even death to visitors to these landscapes. Investigates changes in visitor perceptions of the likelihood and location of landslide events in Glacier National Park, Montana, in the wake of a series of hazardous debris flow occurrences. The initial surveying was completed at the Logan Pass Visitor Center on 17 July 1998 using a specially created survey. On 28 July 1998, a series of debris flows crossed Going‐to‐the‐Sun Road and trapped several cars between flow deposits. The road was blocked for more than 24 hours as debris was cleared. In an attempt to examine perception differences after the slide event visitors were resurveyed at the same location on 30 July 1998. Results from statistical analyses and maps created from the survey revealed no significant changes in public perception of danger to self from landslides, nor in the perceived locations of where landslides may occur.

This study aims to illustrate how white supremacy culture can be produced within nonprofit organizations with a mandate to serve marginalized communities and provide practical suggestions for preventing oppression.

The site of inquiry was a nonprofit organization in south central Texas that provides social support to queer and trans youth. Through critical ethnography, the researchers evaluated the organization's processes and structure (including hierarchy, decision-making, fundraising and interactions between leaders, partners and affected groups) to explore how the organization perpetuated attributes of white supremacy culture.

Data reveal that the organization alienates the youth, volunteers and employees through defensiveness, fear of open conflict, paternalism, perfectionism and power-hoarding.

A dearth of research focuses on how white supremacy culture manifests in organizations serving marginalized communities. This paper addresses this gap by focusing on a nonprofit organization in central Texas that supports queer and trans youth. The authors offer recommendations for addressing white supremacy culture in organizations and suggest future research opportunities.

During the last decades the socio‐political status of children in Western societies has become a focus of interest for researchers from various disciplines. As part of the more general trend of struggles for the human rights of specific sectors of society (e.g. African Americans, women, homosexuals) proponents established the “Children's Rights Movement” which has fought on behalf of the younger members of society, trying to secure them certain social rights and legal protection (e.g. Forer, 1973). Concern for children and their social status has been gradually institutionalised until gaining recognition also by major world organisations such as the United Nations which adopted the Declaration of the Rights of the Child in 1959 and established UNICEF, whose sole aim was to promote the welfare of children around the world. During the past decade extensive political as well as scholarly attention has been concentrated on problems of child abuse and neglect.

More than five years have passed since A Nation at Risk was published in 1983 by then‐Secretary of Education Terrance Bell's National Commission on Excellence in Education. Those years have seen the publication of an enormous body of both primary material, composed of research reports, essays, and federal and state reform proposals and reports; and secondary material, composed of summaries and reviews of the original reform reports and reports about effective programs that are based on reform recommendations. This annotated bibliography seeks to identify, briefly describe, and organize in a useful manner those publications dealing with K‐12 education reform and improvement. The overall purposes of this article are to bring organization to that list, and also to trace relationships and influences from the federal initiatives to the states and professional associations, and from there to the school districts and individual schools.

New educators may feel overwhelmed by the options available for engaging students through classroom participation. However, it may be helpful to recognize that participatory pedagogical systems often have constructivist roots. Adopting a constructivist perspective, our paper considers three meta-practices that encourage student participation: designing activities, leading others, and assessing peers. We explored the consequences of these meta-practices for important student outcomes, including content knowledge, engagement, self-efficacy, sense of community, and self-awareness. We found that different meta-practices were associated with different combinations of outcomes. This discovery demonstrates the benefit of studying meta- practices so as to reveal the nuanced effects that may arise from pedagogical choices. In addition, an understanding of meta-practices can help leadership educators to be more discerning and intentional in their course designs.