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This study is a radical interactionist analysis of family conflict. Drawing on both a negotiated order perspective and Athen's theory of complex dominative encounters, this study analyzes the role that domination plays in conflicts among intimates. As the family engages in repeated conflicts over roles, the family also engages in negotiations over the family order, what role each party should play, interpretations of past events, and plans for the future. These conflicts take place against a backdrop of patriarchy that asymmetrically distributes power in the family to determine the family order. The data from this study come from a content analysis of mothers with substance use problems as depicted in the reality television show Intervention. The conflicts in these families reveal that these families develop a grinding family order in which families engaged in repeated conflict but also continued to operate as and identify as a family. These conflicts are shaped by and reinforce patriarchal expectations that mothers are central to family operation. The intervention at the end of each episode offered an opportunity for the family to engage in a concerted campaign to try to force the mother into treatment and reestablish the family order.

Immigration-themed children’s literature can be an important resource in the classroom, especially because some U.S. immigrant groups, including French-Canadians, have received limited curricular representation. Using the qualitative method of critical content analysis, this study aims to examine depictions of French-Canadian immigrants to the United States in contemporary children’s books.

Postcolonialism is employed as an analytical lens with special attention given to the ways immigrant characters are constructed as different from the dominant group (i.e., othering), how dominant group values are imposed on immigrant characters, and how immigrant characters resist othering and domination. Three books comprise the sample: “Charlotte Bakeman Has Her Say” by Mary Finger and illustrated by Kimberly Batti, “Other Bells for Us to Ring” by Robert Cormier, and “Red River Girl” by Norma Sommerdorf.

The findings reveal multiple instances in which French-Canadian immigrants are constructed as Other and few instances in which these characters resist this positioning, and these books reflect the real ways French-Canadians were perceived as subalterns during the mass migration from Québec to the United States between the late 19th and early 20th centuries.

This study is significant because it examines portrayals of a substantial immigrant group that has been overlooked in the immigration history curriculum. This sample of children’s books may be used to teach children the complexities of immigration history and provide a more nuanced understanding of immigration during the 19th and 20th centuries.

This study aims to understand the impact of a pilot of the actions against racism (AAR) intervention, aimed at enhancing educators’ multicultural efficacy and attitudes in a mid-Atlantic K-8 charter school.

AAR included eight sessions delivered over one school year. Experienced facilitators led these sessions, focusing on combating racism, prejudice and discrimination. Of the 84 school staff, 56 completed a baseline survey and 33 completed a postintervention survey.

Paired sample t-tests revealed a significant increase in multicultural attitudes, t(29) = 2.55, p = 0.016, whereas the increase in multicultural efficacy was not significant, t(28) = 1.93, p = 0.063. The authors examined cultural and emotional intelligence as moderators of the intervention’s impact. Higher baseline cognitive reappraisal scores (an indicator of emotional intelligence) were linked to a larger increase in multicultural efficacy from pre- to postintervention, B = −0.59, t (27) = −2.20, p = 0.037. The number of sessions attended was unrelated to the intervention’s impact.

This study was a single-site, uncontrolled pilot of AAR with a small sample size. Further research in additional settings with appropriately powered samples is needed to validate these results and extend findings to examine the impact of AAR on the student experience.

The study demonstrates the promising potential of AAR in improving teachers' multicultural attitudes and efficacy. Exploratory findings highlight the role of cognitive reappraisal in enhancing multicultural efficacy, contributing valuable insights for designing effective teacher training programs. This research supports the implementation of critical, identity-centered and asset-based pedagogies in education.

This study aims to present radical abolition studies, which encourages us to (re)member that the abolition of institutions and systems is incomplete without the abolition of their attendant epistemes of domination. The authors draw on the etymology of the word radical to encourage abolitionist praxis to grab systemic harm at its epistemological roots. Within radical abolition studies, this study presents Black abolition theory, which aims to make explicit a theorization of Blackness and works to abolish the episteme of anti-Blackness.

This paper offers Black abolition theory within radical abolition studies to reground abolition in its Black theoretical roots and to interrogate the concept of anti-Blackness and other epistemes of domination in abolitionist study and practice. Using a close reading of W.E.B. Du Bois’ Black Reconstruction, and subsequent books and articles in abolition studies and educational studies that reference it, the authors highlight Du Bois’ original conceptualization of abolitionism as an ultimate refutation of a racial-social order and anti-Blackness. The authors then put Michael Dumas and kihana ross’ theory of BlackCrit into conversation with abolitionist and educational theory to push forward Black abolition theory.

Radical abolition studies and its attendant strand of Black abolition theory presented in this paper encourages scholars and practitioners to go beyond the dismantling of current instantiations of systemic harm for Black and other minoritized people – such as the school as it currently operates – and encourages the questioning and dismantling of the epistemes of domination sitting at the foundation of these systems of harm.

Black abolition theory contextualizes abolition in education by rooting abolitionist educational praxis in Black lineages. More generally, radical abolition studies encourages further research, study and collaboration in partnership with others who have historically participated in the fight against being labeled as subhuman to upend all epistemes of domination.

This case study, within the context of boundaryless and protean career development frameworks, investigates linguistic profiling and how code-switching is used to mitigate its impact on Black leaders during their careers. The experiences of Black women coaches and the coaching support they offered Black women clients in code-switching, leadership and career advancement are described. The value of leadership coaching when used to navigate these career progression challenges is emphasized.

The study employed a multiple-case study approach of two Black women leadership coaches.

The findings of this study illustrate the understanding of code-switching and the coaching techniques employed by two Black women leadership coaches. Sage focused on educational strategies, offering historical contexts and resources, while Khadijah leaned on empathy-driven methods, using storytelling to evoke reflection. Both coaches emphasized creating safe spaces for open dialog, encouraged clients to reconsider their actions and values regarding code-switching challenges and sought to prompt clients towards authenticity while navigating career spaces effectively.

Additional strategies for coach practitioners include cultivating trust and a safe environment; active listening; challenging biases and assumptions; contextual understanding; empowering authentic self-expression; fostering skill development; challenging stereotypes; promoting autonomy and flexibility and adopting cross-cultural sensitivity, humility and competence. These practical coaching strategies bridge the gap in career development research by demonstrating how race-conscious strategies can promote workplace inclusivity and promulgate career development.

The study underscores the problem of linguistic profiling, the complexity of code-switching and implications for Black women navigating their career journey within professional spaces. It highlights the significance and value of tailored leadership coaching strategies to promote career advancement. This study addresses the gap in career development research related to linguistic profiling avoidance strategies for workplace inclusivity.

Knife-enabled crime in England and Wales has increased by 7% in the year ending December 2023. Such increases in incidents are cause for concern due to the potential for significant injury and loss of life. This study aims to propose a model of differentiation of offending across 70 cases of violent knife crime (VKC) committed in England and Wales between 2015 and 2020 to inform preventative strategies.

Incident data was collected from online news articles and offender, victim and offence characteristics were recorded. Characteristics were subject to a non-metric multi-dimensional scaling procedure, smallest space analysis (SSA) to differentiate behavioural styles.

Regional interpretation of the SSA identified three distinct themes (Intimate Partner Violence, Gang-Influenced and Reactive Violence) that related to distinct styles of offending. Classification according to identified offence theme was possible for 69% of cases. Findings are discussed with reference to Social Identity Approach and Criminal Narrative Theory. Potential future research is discussed with recognition of the need to further differentiate offending behaviour in cases of reactive violence.

The theorical and practical implications are discussed with consideration of how the findings may inform preventative strategies as part of a public health approach.

While SSA has been used to differentiate behavioural styles across several types of crime, to the best of the authors’ knowledge, this is the first instance in which the method has been used to differentiate behavioural styles across cases of VKC.

Motivated by the organizational challenge coined the great discontent, employees are dissatisfied with their jobs, see minimal opportunities for growth and are actively searching for new roles. This research aims to take a novel approach to internal communication strategy by introducing employability culture and leadership empowerment as mechanisms for supporting employees' career growth and additional positive workplace outcomes.

An online survey was designed and administered in the United States. The final sample size includes 425 full-time employees working in a variety of roles, industries and work arrangements.

Findings point to the inherent need for revised internal communication strategy that goes beyond managing and disseminating information. Organizations must develop cultures and their leaders in ways that empower employees and help them understand the meaning of their work. Employability culture, or an organization's support for developing employees' adaptive skills as work roles change, positively predicted employees' perceptions of their career growth opportunities at their current place of employment, employee loyalty and engagement, and job satisfaction. Leadership empowerment behaviors also positively predicted all previously listed workplace variables. These perceptions as influenced by work arrangement (onsite, hybrid, fully remote) and younger versus older generations were also analyzed.

Research findings offer new strategies for internal communications. Internal communication teams can partner alongside executive leadership to develop a culture that helps employees envision how their skills and expertise translates to different areas of the organization, empowering them to find meaning in their work, and be driven to support organizational growth.

This study is part of a participatory design research project and aims to develop and study pedagogical frameworks and tools for integrating computational thinking (CT) concepts and data science practices into elementary school classrooms.

This paper describes a pedagogical approach that uses a data science framework the research team developed to assist teachers in providing data science instruction to elementary-aged students. Using phenomenological case study methodology, the authors use classroom observations, student focus groups, video recordings and artifacts to detail ways learners engage in data science practices and understand how they perceive their engagement during activities and learning.

Findings suggest student engagement in data science is enhanced when data problems are contextualized and connected to students’ lived experiences; data analysis and data-based decision-making is practiced in multiple ways; and students are given choices to communicate patterns, interpret graphs and tell data stories. The authors note challenges students experienced with data practices including conflict between inconsistencies in data patterns and lived experiences and focusing on data visualization appearances versus relationships between variables.

Data science instruction in elementary schools is an understudied, emerging and important area of data science education. Most elementary schools offer limited data science instruction; few elementary schools offer data science curriculum with embedded CT practices integrated across disciplines. This research assists elementary educators in fostering children's data science engagement and agency while developing their ability to reason, visualize and make decisions with data.

In this chapter, I describe the influence of carceral practices on campus sexual misconduct adjudication processes. I illustrate the connections between the criminal punishment systems and campus adjudication processes, with a specific focus on racism oppression. I describe the difference between accountability and punishment, illustrating that criminal punishment systems and sexual misconduct adjudication processes do not allow for accountability, nor healing for any parties involved. A heavy focus on compliance results in administrators prioritizing risk management over prevention of sexual violence.

There is a need for precollege learning designs that empower youth to be epistemic agents in contexts that intersect burgeoning areas of computing, big data and social media. The purpose of this study is to explore how “sandbox” or open-inquiry data science with social media supports learning.

This paper offers vignettes from an illustrative youth study case that highlights the pedagogical prospects and obstacles tied to designing for open-ended inquiry with computational data science to access or “scrape” Twitter/X. The youth case showcases how social media can be taken up productively and in ways that facilitate epistemological agency, an approach where individuals actively shape understanding and knowledge-creation processes, highlighting the potentially transformative impact this approach might have in empowering learners to engage productively.

The authors identify three key affordances for learning that emerged from the illustrative case: (1) flexible opportunities for content-specific domain mastery, (2) situated inquiry that embodies next-generation science practices and (3) embedded computational skill development. The authors discuss these findings in relation to contemporary education needs to broaden participation in data science and computing.

To address challenges in current data science education associated with supporting sustained and productive engagement in computing-based data science, the authors leverage a “sandbox” approach – an original pedagogical framework to support open inquiry with precollege groups. The authors demonstrate how “big data” drawn from social media with high school-aged youth supports learning designs and outcomes by emphasizing learner interests and authentic practice.