Heather Leutwyler, Erin Hubbard and Elaine Zahnd
The purpose of this paper is to discuss how case management can decrease recidivism for people with serious mental illness (SMI) because people with SMI are at high risk for…
Abstract
Purpose
The purpose of this paper is to discuss how case management can decrease recidivism for people with serious mental illness (SMI) because people with SMI are at high risk for incarceration and recidivism.
Design/methodology/approach
Examples of successful case management models for formerly incarcerated individuals with SMI found through a secondary analysis of qualitative data and an analysis of the literature are presented.
Findings
Currently, no international, national, or statewide guidelines exist to ensure that formerly incarcerated individuals with SMI receive case management upon community reentry despite evidence that such services can prevent further criminal justice involvement. Recommendations include establishment of and evaluation of best practices for case management. In addition, the authors recommend additional funding for case management with the goal of greatly increasing the number of individuals with SMI leaving the criminal justice system in their ability to access adequate case management.
Originality/value
Providing effective case management tailored to the needs of formerly incarcerated people with SMI improves their quality of life and reduces their involvement in the criminal justice system with clear positive outcomes for public safety and public health.
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The purpose of this paper is to explore the extent to which an intervention lesson could help with elementary pre-service teachers’ critical racial knowledge around school…
Abstract
Purpose
The purpose of this paper is to explore the extent to which an intervention lesson could help with elementary pre-service teachers’ critical racial knowledge around school segregation.
Design/methodology/approach
The author, an Elementary Social Studies Methods Instructor, developed and modeled lessons of “doing race” in social studies as one of the ways to assist elementary pre-service teachers with critical racial knowledge and commitment to do race in their future classrooms. This paper focuses on one of the modeled lessons, which centered on the topic of school segregation.
Findings
Based on the analysis of class discussion and student work, the author documented the ways in which the modeled lesson engaged pre-service teachers in disrupting the dominant discourses and teaching practices on the topic of school segregation and developing the critical understandings needed to successfully teach about race and racism in elementary classrooms.
Originality/value
The paper details actions meant to demonstrate to elementary pre-service teachers the benefits of an elementary social studies topic viewed and taught through a critical race lens. In doing so, it calls attention to the possibilities and limitations of a single lesson that targets antiracist practices.
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Sarah Amber Evans, Lingzi Hong, Jeonghyun Kim, Erin Rice-Oyler and Irhamni Ali
Data literacy empowers college students, equipping them with essential skills necessary for their personal lives and careers in today’s data-driven world. This study aims to…
Abstract
Purpose
Data literacy empowers college students, equipping them with essential skills necessary for their personal lives and careers in today’s data-driven world. This study aims to explore how community college students evaluate their data literacy and further examine demographic and educational/career advancement disparities in their self-assessed data literacy levels.
Design/methodology/approach
An online survey presenting a data literacy self-assessment scale was distributed and completed by 570 students at four community colleges. Statistical tests were performed between the data literacy factor scores and students’ demographic and educational/career advancement variables.
Findings
Male students rated their data literacy skills higher than females. The 18–19 age group has relatively lower confidence in their data literacy scores than other age groups. High school graduates do not feel proficient in data literacy to the level required for college and the workplace. Full-time employed students demonstrate more confidence in their data literacy than part-time and nonemployed students.
Originality/value
Given the lack of research on community college students’ data literacy, the findings of this study can be valuable in designing and implementing data literacy training programs for different groups of community college students.
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The purpose of this paper is to describe how a student-managed investment fund (SMIF) moved from an idea to an operational program over the period of a year at Memorial University…
Abstract
Purpose
The purpose of this paper is to describe how a student-managed investment fund (SMIF) moved from an idea to an operational program over the period of a year at Memorial University in Newfoundland, Canada. The aim is to provide insight to other institutions on how to build capacity when developing their own SMIF.
Design/methodology/approach
I summarize the choices made with respect to funding source, governance structure, faculty involvement, recruitment, investment activities and integration into curriculum.
Findings
Underlying these choices were challenges pertaining to capacity, student competencies, the existing finance program and ties to industry. Through the development of the SMIF, efforts ensured that capacity was suitably developed in each of these areas.
Research limitations/implications
This paper provides insight to other institutions on how to build capacity while developing their own SMIF.
Practical implications
This account provides the field with a unique perspective. It is written following a year spent developing a SMIF that is about to launch.
Originality/value
This account provides the field with a unique perspective. It is written by a new faculty member following a year spent developing a SMIF that is about to launch.
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Sheri R. Notaro, Erin Daugherty, Mark C. Hogrebe, Pat Howard, Diana Hill Mitchell and William F. Tate
The study compares the demographics and degree attainment in Washington University’s (the University) Chancellor’s Graduate Fellowship Program (CGFP) in the pre- and post-Grutter…
Abstract
The study compares the demographics and degree attainment in Washington University’s (the University) Chancellor’s Graduate Fellowship Program (CGFP) in the pre- and post-Grutter era. The fellowship program’s aims included bolstering African American graduate degree completion and preparing African American faculty members. The 2003 Grutter v. Bollinger affirmative action case serves as a break point to compare the 1991–2003 cohorts and the 2004–2008 cohorts. Interviews of key leaders give a historical perspective on the program’s mission. Institutional data organized to form two cohorts, pre- and post-Grutter comparison groups, provide insight into demographic trends and degree attainment. The CGFP realized its original mission to diversify the professoriate by supporting underrepresented graduate students. The vast majority of alumni in both cohorts earned a graduate degree and earned their intended degrees. The two cohorts achieved high doctoral degree attainment. Time-to-degree findings and placement within the academy demonstrated a positive outcome. However, the program post-Grutter has generated fewer African American participants. In the post-Grutter era, the University needs to develop new strategies to increase the racial diversity of graduate education. As a complementary resource, the CGFP, as part of a broader portfolio of programmatic and policy tools designed to diversify, merits continued investment. Only a fraction of programs focused on African American doctoral attainment publish evaluation data. The study captures the programmatic effects of the Grutter decision at an elite American university.
Sonya D. Hayes, Erin Anderson and Bradley W. Carpenter
This study centers the reflections of principals across the USA as they navigated the overwhelming stress of closing and reopening schools during a global pandemic. Specifically…
Abstract
Purpose
This study centers the reflections of principals across the USA as they navigated the overwhelming stress of closing and reopening schools during a global pandemic. Specifically, the authors explored how school principals addressed self-care and their own well-being during the pandemic.
Design/methodology/approach
This research study is part of a broader qualitative study conducted by 20 scholars from across the USA in Spring 2020 and organized by the Consortium for Policy Research in Education (CPRE). This national research team conducted 120 qualitative interviews with public school principals in 19 different states and 100 districts. As part of this team, the authors coded and analyzed all 120 transcripts in NVivo using a self-care framework.
Findings
The responses from the participants capture some of the complexity of self-care during the COVID-19 pandemic. The authors found evidence of both negative and positive sentiments towards self-care that will be described in five major themes. For the tensions with self-care, the authors developed two primary themes: leaders eat last and keep from falling off the cliff. For the demonstrations of self-care, the authors also developed three primary themes: release the endorphins, people need people and unplug from work.
Originality/value
Although researchers have identified the stressors and reactions of principals during the early months of the COVID-19 pandemic, little is known on how principals engaged in self-care practices. This study aims to identify these self-care practices and offer recommendations for principals.
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This paper examines the implications of the disability rights critique of prenatal testing on the development of genetic policy and abortion rights. It traces the reappearance of…
Abstract
This paper examines the implications of the disability rights critique of prenatal testing on the development of genetic policy and abortion rights. It traces the reappearance of the disabled body in public deliberations over reproductive and genetic politics that use disability to frame arguments about which bodies are worthy of protection, how and why we limit reproductive choices, and what reasons women may use to terminate their pregnancies. The disability critique of prenatal testing and selective abortion finds itself in productive tension with reproductive rights politics, which increasingly features disability in both pro-life and pro-choice messages. The uneasy alliance between disability and pro-life interests has profound implications for both disability legal scholarship and the sociolegal inquiry into the role of rights articulation – and rejection – by social movements.
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Manfred Wondrak and Astrid Segert
The purpose of this paper is to study current problems of implementing Diversity Management (DM) in businesses and presents a concept for measuring and estimating a value for…
Abstract
Purpose
The purpose of this paper is to study current problems of implementing Diversity Management (DM) in businesses and presents a concept for measuring and estimating a value for diversity interventions.
Design/methodology/approach
An intellectual capital approach is used to identify a matrix of problems while implementing DM. To address the accounting problem for DM, advantages and disadvantages of the Diversity Scorecard are discussed and issues that require further conceptual development are identified.
Findings
Understanding DM as a part of intellectual capital helps solve accounting problems. The tests of the concept of Diversity Impact Navigator show that measuring DM at this stage requires a simple design, that using key indicators forces diversity interventions and that the process of valuation increases the understanding of DM by all stakeholders and thus its economic legitimation.
Originality/value
A newly developed concept helps solve the problem of measurement and valuation of DM. The paper presents the first test results.
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Yochai Eisenberg, Erin D. Bouldin, Nancy Gell and Dori Rosenberg
The size of the population classified as people with disabilities or older adults is increasing globally. The World Health Organization estimates that the average prevalence of…
Abstract
The size of the population classified as people with disabilities or older adults is increasing globally. The World Health Organization estimates that the average prevalence of disability is around 18% among adults age 18 and older. People with disabilities and older adults have lower levels of physical activity and experience significant barriers to walking in local neighbourhoods. A new perspective is needed that views disability in the context of the built environment and across the lifespan. The purpose of this chapter is to examine walking as an activity that is inclusive of any age, ability or assistive device used for mobility. Through a literature review, we illustrate the complex relationship that exists between individuals with disabilities/older adults and the built environment. We describe environmental and social factors, which have been found to be associated with walking among people with disabilities and older adults as well as factors perceived to be barriers to walking. Factors cited in the literature include aspects that fall into the environmental domains of the International Classification of Functioning. We conclude by highlighting key factors needed for planning supportive walking environments for people with disabilities and older adults. Recommendations include the use of walking audits to gain information on detailed aspects of the built environment, developing inclusive walking initiatives, including people with disabilities and older adults in the planning process and planning for maintenance.