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Individuals are often stigmatized by virtue of their status on various dimensions and as a consequence, they typically evoke negative cognitions, affect, and emotions among observers. In addition, they are often the targets of both access and treatment discrimination in organizations. Thus, we present a model of the cognitive, affective, and cultural influences on stigmatization in organizations, detail how stigmatization affects human resource management processes and practices, and consider strategies that can be used to reduce the problems faced by stigmatized individuals in organizations.

This paper aims to describe carbon fiber reinforced plastics (CFRP) bars as a way to strengthen a 40-year-old stone arch bridge. To investigate effectiveness of the strengthening method, fielding-load tests were carried out before and after strengthening.

High-strength CFRP bars with minor radius, high tensile strain and good corrosion resistance were used in this reinforcement. The construction process for strengthening with CFRP bars – including CFRP bars cutting, crack grouting, original structural surface treatment, implant drilling, CFRP bars installation and pouring mortar – was described. Ultimate bearing capacity of the bridge after strengthening was discussed.

The results of concrete stress and deflection show that the strength and stiffness of the strengthened bridge are improved. The strengthened way with CFRP bars is feasible and effective.

This paper describes CFRP bars as a way to strengthen a 40-year-old stone arch bridge.

Randall W. Eberts, Ph.D., is the executive director of the W. E. Upjohn Institute for Employment Research, Kalamazoo, Michigan.Mary Hatwood Futrell, Ed.D., is president of Education International (EI), headquartered in Brussels, Belgium, and dean of the Graduate School of Education and Human Development at George Washington University, Washington, DC.Bob Harris, M.A., Dip.T (Sec.), (Australia), advanced study at the Institut Universitaire des Hautes Etudes Internationales, Geneva, is a former EI executive director and current senior consultant based in Nyon, Switzerland.Ronald D. Henderson, Ph.D., is the director of the Research Department at the National Education Association, Washington, DC.Rachel Hendrickson, Ph.D., is the higher education coordinator in the Membership and Organizing Department at the National Education Association, Washington, DC.Kevin Hollenbeck, Ph.D., is a senior economist and director of publications at the W. E. Upjohn Institute for Employment Research, Kalamazoo, Michigan.Susan Moore Johnson, Ed.D., is Carl H. Pforzheimer, Jr., Professor of Teaching and Learning at the Harvard University Graduate School of Education, Cambridge, Massachusetts.Charles T. Kerchner, Ph.D., is Hollis P. Allen Professor of Education at the Claremont Graduate University, Claremont, California.Julia E. Koppich, Ph.D., is president of Koppich & Associates, an education policy research and consulting firm, in San Francisco, California.Carrie M. Lewis, J.D., is a senior writer-editor in the Government Relations Department at the National Education Association, Washington, DC.Christine Maitland, Ph.D., is a former higher education coordinator for the National Education Association who now works on higher education issues with the NEA’s Pacific Regional Office in Burlingame, California.Christine E. Murray, Ph.D., is a professor in the Department of Education and Human Development and dean of the School of Professions, State University of New York College at Brockport.Diane Shust, J.D., M.S.Ed., is the director of the Government Relations Department at the National Education Association, Washington, DC.Joe A. Stone, Ph.D., is W. E. Miner Professor of Economics at the University of Oregon, Eugene.Wayne J. Urban, Ph.D., is Regents’ Professor of Education in the Department of Educational Policy Studies at Georgia State University, Atlanta.Fred van Leeuwen is the general secretary of Education International, Brussels, Belgium.Maris A. Vinovskis, Ph.D., is Bentley Professor of History, senior research scientist at the Institute for Social Research, and faculty member of the Gerald R. Ford School of Public Policy at the University of Michigan, Ann Arbor.Paul Wolman, Ph.D., is a senior policy analyst in the Research Department at the National Education Association, Washington, DC.

This paper investigates the extent to which disability type contributes to differential evaluation of employees by managers. In particular, the authors examined managerial prejudice against 3 disability diagnoses (i.e. psychiatric, physical disability and pending diagnosis) compared to a control group in a return-to-work scenario.

Working managers (N = 238) were randomly assigned to 1 of 3 scenarios containing medical documentation for a fictional employee that disclosed either the employee's psychiatric disability, physical disability, or a pending diagnosis. The authors also collected a separate sample (N = 42) as a control group that received a version of the medical documentation but contained no information about the disability diagnosis.

Compared with employees without stated disabilities, employees with a psychiatric disability were evaluated as more aggressive toward other employees, less trustworthy and less committed to the organization. Compared to employees with either physical disabilities or pending diagnoses, employees with psychiatric disabilities were rated as less committed to the organization. The authors discuss implications for future research and the trade-offs inherent in disability labeling and disclosure.

The current study extends prior research by examining a broader range of outcomes (i.e. perceived aggressiveness, trustworthiness and commitment) and moving beyond performance evaluations of employees with disabilities. The authors also assess the relative status of a “pending diagnosis” category—a type of disclosure often encountered by managers in many jurisdictions as part of accommodating employees returning to work from medical-related absence.

The purpose of this paper is to investigate experimentally the effect of altruistic behavior on personality perceptions, advancement potential, and reward recommendations and assess whether personality perceptions serve as a mediating mechanism between altruistic behavior and job ratings (e.g. advancement potential).

A randomized experimental design was used to investigate the mediating effect of personality perceptions on the relationship between altruistic behavior and advancement potential and reward recommendations.

It was found that altruistic employees were perceived as having more favorable personality characteristics and received higher advancement potential ratings and greater reward recommendations than their less altruistic counterparts. In addition, personality perceptions were found to mediate partially the relation between altruistic behavior and job ratings (i.e. advancement potential and reward recommendations).

Research findings on citizenship behavior and personality are often based on the results of non‐experimental designs. This paper utilized a randomized experiment to investigate a mediating effect using a contemporary approach for testing hypothesized mediation.

This chapter explores some of the complexities involved when undertaking research at an international level in the area of “inclusive” education and “special needs” education. The complexities encountered by researchers working in these fields, mirror many of the challenges that comparativists in education studies find themselves addressing. Drawing from earlier investigations and from reports by international organizations, this chapter highlights some of the dilemmas and challenges that researchers face when considering inclusion and special needs education in different countries. Differing interpretations of “inclusion” are discussed and then contrasted with thinking around “special needs” practices. The chapter moves forward to analyze how the adoption of differing theoretical frameworks can influence the way that “disability” is conceptualized and therefore how inclusive and special needs education are interpreted and then put into practice. The chapter argues that cross-cultural work opens up opportunities for further development and learning in this field. We further argue that such cross-cultural work can become a mechanism to instigate fundamental change in education.

The purpose of this chapter is to survey and synthesis the literature on: (1) myths and misinformation about persons with disabilities that create attitudinal barriers to employment, (2) best practices in employing persons with disabilities, (3) the business case for hiring persons with disabilities and (4) corporate social responsibility and disability, in order to distill a model for changing corporate culture for successfully integrating employees with disabilities into an organizations workforce.

An extensive review of the above mentioned literature is synthesized and distilled into a model.

The review indicates a number of best practices to be implemented in order to successfully integrate employees with disabilities into the workforce. These factors have been synthesized into a model to guide employers in affecting corporate cultural change to address the integration of person with disabilities into the organization.

A systematic approach to integration of employees with disabilities, informed by the significant business logic for doing so.

The chapter provides an extensive survey of the literature on disability employment and highlights attitudinal barriers to employing persons with disabilities, the business case and social responsibility case for employing persons with disabilities, the best practices for success and synthesizes these factors into an original model to guide business in cultural change making.

Over the past 30 years, increasing use of technology has created a global business environment leading to the changed role of a professional accountant. In response, accounting organizations and employers have demanded professionals who are creative and innovative, with strong critical thinking and problem-solving skills, yet accounting firms and prior research continue to identify creativity as one of the most important yet most lacking traits of their newly hired employees. This study experimentally examines whether accounting students are indeed less creative than other students, a potential cause for differences in creativity, and a potential intervention to enhance creativity. Our results indicate that, on average, accounting students are not less creative than other students, but rather when performing an accounting task, they are initially less creative, suggesting that the accounting context may be partially contributing to the perceived lack of creativity. However, providing accounting students with process-oriented feedback significantly improves their future creativity, as differences between accounting and non-accounting students are eliminated. The authors contribute to the accounting and creativity literature and discuss implications for accounting education and the profession.

The aim of this paper is to discuss the importance of the disability category in Swedish welfare policies. The paper seeks to focus on two cases that illustrate how the social dimension in the understanding of disability permitted the inclusion of individuals, previously considered as “unwanted strangers”, in the Swedish welfare context. The first case is that of refugees classified as unfit for work after the Second World War. The second deals with the Roma groups who obtained the right of formal Swedish citizenship during the same period.

The analysis is based on data collected during two research projects. The first concerning the Roma policy of the Swedish Government from 1880 to 1970, primarily based on the analysis of public documents collected in the Swedish National Archives, including government reports and accompanying background material. The second research project deals with the development of an institutionalised reception of refugees by the Swedish welfare services after the Second World War. This research mainly uses documents produced during the international negotiations dealing with refugees interned in different camps in Europe and related documents in the Swedish National Archives related to the history of the organised reception of refugees in Sweden. In the case of refugees, the analysis focuses on the construction of disability in the classification system of the international refugee camps and in the organised reception of these refugees in Sweden. In the case of Swedish Roma, the analysis focuses upon the construction of social disability both in the arguments elaborated by Swedish authorities for the inclusion of Roma and in the practical organisation of their inclusion in the Swedish welfare system.

The paper provides insights about the crucial importance on the disability category in the organisation of Swedish social welfare after the Second World War. The policies developed raise important questions about basic requisites to obtain citizenship and also call into question the unequal conditions of citizenship. The case of Swedish Roma and the refugees interned in international camps illustrated how changing perceptions of poverty and deviance were strongly influenced by medical representations of disease and disability. Disability, previously perceived as a principally medical category with social consequences, now acquired a social dimension that enabled new refugees and Roma groups to be considered as members of the nation state.

This paper is primarily descriptive. Further research is needed in order to develop a better understanding of how the social dimension of disability is constructed and how this social dimension was used to include new groups. The contents focus on the emergence of new social policies in Sweden after the Second World War; further research should focus on how these policies and processes still have a considerable influence on present policies and representations on migrants and Roma groups.

The paper provides important insights on taken for granted representations in Swedish welfare authorities' work with refugees and Roma groups. The institutionalised representation of Roma and refugee groups as disabled probably is an obstacle in the social incorporation of these groups.

Based on two cases the paper discusses how the concept of social disability, with its origins in medical sciences, was adopted by the Swedish welfare authorities and applied to groups considered deviants. In later policies the authorities widened social disability to include culture and ethnicity. Refugees and Roma groups classified as disabled were treated according to established practises created for people classified as unable to be incorporated into a “normal” social life.