Kevin R. Moore and William A. Cunningham
Examines social exchange behavior in logistics alliance and transactional relationships. Based on data collected through a mail survey of shippers that established logistics…
Abstract
Examines social exchange behavior in logistics alliance and transactional relationships. Based on data collected through a mail survey of shippers that established logistics relationships with various types of third parties, the results suggest that both relationship type and effectiveness influence social exchange behavior. It appears, however, that social exchange behavior is influenced more by the level of relationship effectiveness rather than by the actual type of relationship. Shippers in effective logistics relationships perceive higher levels of trust, equity, and commitment, and lower levels of conflict and opportunism than that perceived by shippers in less effective relationships. Some support was found for differences in trust and commitment between alliance and transactional relationships. It appears shippers in alliances are more committed to maintaining relationships and trust their third party partners more than that perceived by shippers in transactional relationships. These findings suggest that trust and commitment are major distinguishing social exchange behavior characteristics of logistics alliances.
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Erik M. Hines, Paul C. Harris and Dwayne Ham
In this chapter, the authors discuss how school counselors may create a college-going environment for African American males in middle school. The authors use Bronfenbrenner’s…
Abstract
In this chapter, the authors discuss how school counselors may create a college-going environment for African American males in middle school. The authors use Bronfenbrenner’s (1979) Ecological Systems Theory to explain how environmental influences impact African American males’ college trajectory, both positively and negatively. Moreover, they use Ecological Systems Theory to discuss how multiple stakeholders (e.g., school counselors and parents) and various structured activities that align with the Eight Components of College and Career Readiness (NOSCA, 2010) may promote college preparation among Black male middle school students. The authors also present two case vignettes as examples of how school counselors may assist African American males for postsecondary options. In closing, the chapter concludes with implications for educational policy, research, and practice.
Purpose – To develop an alternate metaethical framework based upon a specific modality of difference.Methodology/approach – A radicalisation of Moore's naturalistic fallacy and…
Abstract
Purpose – To develop an alternate metaethical framework based upon a specific modality of difference.
Methodology/approach – A radicalisation of Moore's naturalistic fallacy and the application of the open question argument within the broader context of the continental tradition allow one to direct the ethical question away from non-naturalism and towards a speculative ethics.
Findings – Suggesting an ethical modality irreducible to ontological description or political prescription, the chapter argues for a metaethics of ‘exhortation’.
Originality/value of chapter – The chapter opens a new space for thinking ethics, and further encourages the continuing rapprochement between continental and analytical traditions in philosophy.
Practical implications – Questions of practical ethics will find new modes of engagement and expression in the context of a hortative metaethics.
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Edward C. Fletcher, Erik M. Hines, Donna Y. Ford and James L. Moore
The purpose of this study was to examine the learning experiences of high school Black males participating in an academy of engineering that was configured as a magnet school. We…
Abstract
The purpose of this study was to examine the learning experiences of high school Black males participating in an academy of engineering that was configured as a magnet school. We followed a qualitative case study design to explore the experiences of 16 Black male academies of engineering students. We identified three recurring themes from the interviews with the Black male academy of engineering students: Promoting Interests in STEM, Drawing Connections to Core Academic Concepts, and An Affinity for Hands-on Learning through the Engineering Curriculum. The results of our study helped us to better understand how academies provide a platform for Black male students' interest in engineering as a viable college and career pathway.
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Samuel Beasley, I. S. Keino Miller and Kevin Cokley
In this chapter, the authors utilize both risk and resilience as conceptual frameworks to discuss the academic and psychosocial development of African American adolescent males…
Abstract
In this chapter, the authors utilize both risk and resilience as conceptual frameworks to discuss the academic and psychosocial development of African American adolescent males. Given the amount of attention placed on the academic underachievement of African American males, they explore popular academic themes, such as academic disidentification and the role of teachers and parents. The authors examine psychosocial themes related to racial and athletic identity, the phenomenon of cool pose and “acting Black,” and the development of alternative masculinities. They conclude the chapter with recommendations for education research, practice and policy.
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…
Abstract
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.
Erik M. Hines, L. DiAnne Borders and Laura M. Gonzalez
This study aims to understand the asset and success factors that contributed to college completion of African American males who persisted through college. Only a dismal 22 per…
Abstract
Purpose
This study aims to understand the asset and success factors that contributed to college completion of African American males who persisted through college. Only a dismal 22 per cent of African American males receive bachelor’s degrees compared to 41 per cent of White males (Kena et al., 2015).
Design/methodology/approach
The data were analyzed using interpretive phenomenological analysis. The authors interviewed two first-generation African-American males from rural backgrounds to capture their experiences of their process to college completion.
Findings
Themes, based in cultural capital theory, that impacted their college persistence were identified within their pre-college experiences, college experiences and post-college perceptions. Recommendations for helping rural African-American males attend and persist through college are offered.
Research limitations/implications
Only two participants from one predominately white institution in the southeastern USA were interviewed. Rural students from other geographical areas might have different backgrounds, challenges, assets and successes. Although the interview questions were based on relevant literature, they may not have covered all key aspects of the participants’ experiences. As in any qualitative study, biases of the researchers and research team may have influenced the results, although these were identified and shared before reading any of the transcripts and then discussed several times during the data analysis process.
Practical implications
Educators not only should try to address the cultural capital limitations of these men but also highlight and build on their cultural assets. These assets include familial and platonic individuals who see their potential for success and encourage them to attend college to become something better than what they see in their community, reverse role models who encourage youth to make different choices than they did, media-based examples of successful Black students, cultural messages of strength and determination (e.g. Million Man March) and the exhortation to be an example that other African-American boys could look up to.
Originality/value
This paper addresses the need for K-12 and higher education institutions to understand how to assist first-generation, rural African-American males in getting admitted to college, matriculating through college and graduating from college.
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Vivianna Fang He and Gregor Krähenmann
The pursuit of entrepreneurial opportunities is not always successful. On the one hand, entrepreneurial failure offers an invaluable opportunity for entrepreneurs to learn about…
Abstract
The pursuit of entrepreneurial opportunities is not always successful. On the one hand, entrepreneurial failure offers an invaluable opportunity for entrepreneurs to learn about their ventures and themselves. On the other hand, entrepreneurial failure is associated with substantial financial, psychological, and social costs. When entrepreneurs fail to learn from failure, the potential value of this experience is not fully utilized and these costs will have been incurred in vain. In this chapter, the authors investigate how the stigma of failure exacerbates the various costs of failure, thereby making learning from failure much more difficult. The authors combine an analysis of interviews of 20 entrepreneurs (who had, at the time of interview, experienced failure) with an examination of archival data reflecting the legal and cultural environment around their ventures. The authors find that stigma worsens the entrepreneurs’ experience of failure, hinders their transformation of failure experience, and eventually prevents them from utilizing the lessons learnt from failure in their future entrepreneurial activities. The authors discuss the implications of the findings for the entrepreneurship research and economic policies.
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Ben Kerrane and Margaret K. Hogg
The purpose of this paper is to examine children's consumption experiences within families in order to investigate the role that different family environments play in the consumer…
Abstract
Purpose
The purpose of this paper is to examine children's consumption experiences within families in order to investigate the role that different family environments play in the consumer socialisation of children.
Design/methodology/approach
Key consumer socialisation literature is reviewed and family communication patterns and parental socialisation style studies are introduced. Such studies argue for the homogenous and shared nature of the family environment for children. A three‐stage qualitative study of six families is reported, incorporating existential phenomenological interviews. The voices of children and their parents are captured, and the transcribed interview texts are analyzed on two levels (within and across family cases) using a hermeneutical process.
Findings
The findings of the study point towards the differential treatment of children within the family environment by both parents and siblings. It is proposed that children inhabit a unique position, or micro‐environment, within their family setting. Consumer micro‐environments are introduced; these have important implications in terms of children's consumption behaviour and, more importantly, their consumer socialisation process within the family setting.
Research limitations/implications
Consumer micro‐environments have potentially important implications in any re‐evaluation of the literature on consumer socialisation, and it is suggested that children may not have equal access to socialisation advice and support offered by family members. A limited number of families and family types are recruited in this exploratory study, and scope exists to explore family micro‐environments across a greater variety of family forms.
Originality/value
A series of micro‐environments, which have implications for the consumer socialisation of children, will be developed on a theoretical level. Existing consumer research views the family environment in homogenous terms, with suggestions that children are socialised by their parents in a similar manner (inhabiting a shared family environment). These findings problematise such a view and also offer insights into the role played by siblings in the consumer socialisation process.