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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.

Technological advancement and the expansion of resources are key propellers of methodological innovations in scientific research. The virtual field is gradually occupying a larger space in scientific research, particularly regarding qualitative research. There are numerous tools that help in accessing the field of study, collecting data, recruiting of subjects, and providing support in processing and analyzing data. Low cost, time saving and access to otherwise inaccessible groups are the main potentialities pointed out in the literature. This chapter aims to enrich methodological discussions regarding information and communication technologies (ICTs), as well as to improve data collection methods mediated by ICTs used in qualitative research. Through a review of the body of literature on internet mediated research (IMR), production on the topic was characterized. The most widely used data collection methods are identified and discussed. Discussions originated from the review were broadened and deepened through contributions emerging from a study carried out by the authors. The results reinforce the contributions pointed out by the analyzed body of work and highlight the contextual, relational, and data validity dimensions. In an interconnected way, these dimensions allow for the production/obtaining data with specificities deriving from a new relation of individuals with time and space. Finally, attention is drawn to the idea that the background for methodological discussions about IMR is the same as the one for methodological discussions regarding science in its most different approaches – the demand for strong methodological, epistemological and ontological coherence.

Alternative education settings (AES; i.e., self-contained alternative schools, therapeutic day treatment and residential schools, and juvenile corrections schools) serve youth with complicated and often serious academic and behavioral needs. The use of evidence-based practices (EBPs) and practices with Best Available Evidence are necessary to increase the likelihood of long-term success for these youth. In this chapter, we define three primary categories of AES and review what we know about the characteristics of youth in these schools. Next, we discuss the current emphasis on identifying and implementing EBPs with regard to both academic interventions (i.e., reading and mathematics) and interventions addressing student behavior. In particular, we consider implementation in AES, where there are often high percentages of youth requiring special education services and who have a significant need for EBPs to succeed academically, behaviorally, and in their transition to adulthood. We focus our discussion on: (a) examining approaches to identifying EBPs; (b) providing a brief review of EBPs and Best Available Evidence in the areas of mathematics, reading, and interventions addressing student behavior for youth in AES; (c) delineating key implementation challenges in AES; and (d) providing recommendations for how to facilitate the use of EBPs in AES.

The hiring of women of colour faculty is not without unwritten presuppositions. The authors are expected to tolerate racism and to draw from cultural experience in catering to students of colour or when it fulfils institutional needs such as bringing ‘colour’ to all-white committees. Yet, the normative profile of university teachers demands detachment with a focus on high output in terms of students and publications. In the light of this, commitment to social justice seems to be in (certain) disagreements with mainstream interpretations of the academic profession. Women of colour professors are redefining educational leadership. This chapter addresses its effect on emotional wellbeing together with techniques and strategies to strengthen emotional resilience.

This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in business-ethics and accounting’s top-40 journals this study considers research in eight accounting-ethics and public-interest journals, as well as, 34 business-ethics journals. We analyzed the contents of our 42 journals for the 25-year period between 1991 through 2015. This research documents the continued growth (Bernardi & Bean, 2007) of accounting-ethics research in both accounting-ethics and business-ethics journals. We provide data on the top-10 ethics authors in each doctoral year group, the top-50 ethics authors over the most recent 10, 20, and 25 years, and a distribution among ethics scholars for these periods. For the 25-year timeframe, our data indicate that only 665 (274) of the 5,125 accounting PhDs/DBAs (13.0% and 5.4% respectively) in Canada and the United States had authored or co-authored one (more than one) ethics article.

This review integrates and builds linkages among existing theoretical and empirical literature from across disciplines to further broaden our understanding of the relationship between inequality, imprisonment, and health for black men. The review examines the health impact of prisons through an ecological theoretical perspective to understand how factors at multiple levels of the social ecology interact with prisons to potentially contribute to deleterious health effects and the exacerbation of race/ethnic health disparities.

This review finds that there are documented health disparities between inmates and non-inmates, but the casual mechanisms explaining this relationship are not well-understood. Prisons may interact with other societal systems – such as the family (microsystem), education, and healthcare systems (meso/exosystems), and systems of racial oppression (macrosystem) – to influence individual and population health.

The review also finds that research needs to move the discussion of the race effects in health and crime/justice disparities beyond the mere documentation of such differences toward a better understanding of their causes and effects at the level of individuals, communities, and other social ecologies.