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Unbanked status in the United States varies across the population, but the phenomenon of being unbanked tends to be more pronounced for Black households. This paper extends the current body of literature by conceptualizing banked status as an element of financial inclusion and by expanding the number and type of variables used to describe banked status.

This study’s theoretical orientation was informed by the work of Blanco et al. (2019). Survey data used in this study were gathered between May 2021 and February 2022 by Elevate's Center for the New Middle Class. Data were analyzed as a secondary dataset for this study. Three methods were used to evaluate the data. First, sample descriptives were calculated. Second, a correlation analysis was conducted to evaluate the associations between variables and to ensure that multicollinearity would not be an issue at the third stage of analysis. Third, a logistic regression was estimated to identify the variables that were significantly associated with being banked (i.e. holding a checking or savings account) (coded 1) or being unbanked (coded 0).

In this study, 17% of Black households were currently excluded from the financial marketplace. Factors of particular importance in describing unbanked status include being younger than age 55, identifying as male, being married, reporting higher income, relying on the use of credit more often, experiencing employment/financial stress more frequently, less trust in mainstream banking institutions, and inaccessibility to banks and credit unions. Implications for policy and practice are discussed.

This study adds to the financial inclusion literature by illustrating how unbanked status in the United States varies across the population, but that in general, a few common markers differentiate the banked and unbanked status of Black households. Factors of particular importance in describing unbanked status include being younger than age 55, identifying as male, being married, reporting higher income, relying on the use of credit more often, experiencing employment/financial stress more frequently, less trust in mainstream banking institutions, and inaccessibility to banks and credit unions. Implications for policy and practice are discussed.

As maker-centered learning grows rapidly in school environments, there is an urgent need for new forms of assessment. The purpose of this paper is to report on the development and implementation of tools to support embedded assessment of maker competencies within school-based maker programs and describes alternative assessment approaches to rubrics and portfolios.

This study used a design-based research (DBR) method, with researchers collaborating with US middle school teachers to iteratively design a set of tools that support implementation of embedded assessment. Based on teacher and student interviews, classroom observations, journal notes and post-implementation interviews, the authors report on the final phase of DBR, highlighting how teachers can implement embedded assessment in maker classrooms as well as the challenges that teachers face with assessment.

This study showed that embedded assessment can be implemented in a variety of ways, and that flexible and adaptable assessment tools can play a crucial role in supporting teachers in this process. Additionally, though teachers expressed a strong desire for student involvement in the assessment process, we observed minimal student agency during implementation. Further study is needed to investigate how establishing classroom culture and norms around assessment may enable students to fully participate in assessment processes.

Due to the dynamic and collaborative nature of maker-centered learning, teachers may find it difficult to provide on-the-fly feedback. By employing an embedded assessment approach, this study explored a new form of assessment that is flexible and adaptable, allowing teachers to formally plan ahead while also adjusting in the moment.

Purpose: This chapter problematizes the philosophical origins of direct funding models in a normative conception of independence that ignores and obscures the fundamentally relational nature of care work.

Approach: The study adopts a reflexive ethnographic methodological approach. In-depth, semistructured interviews were conducted with 19 participants variously involved with direct-funded attendant services (disabled “self-managers,” “attendant” employees, other members of self-managers’ support networks, and program staff). Additional data sources included the author's reflexive journaling and publicly available policy and program materials. The present analysis interrogated the impact of systemic constraints (i.e., limited funding) on the organization and management of attendant services.

Findings: The data illuminate how systemic constraints draw the interests of self-managers and attendants into tension, despite the affective relationality of the work they do together. The findings present four strategies self-managers adopt to maximize support hours, including: splitting shifts, strategic hiring, dynamic resource management, and supplementing remuneration. These findings suggest it is not vulnerability to each other that represents an ongoing concern for self-managers and attendants, so much as exploitation by a system that capitalizes on the oppression of both groups.

Implication/ Value: Disabled people and care workers have been and continue to be constructed as opposing interest groups. However, there is great potential in disabled people and care workers joining a united front to lobby for their common, often interrelated interests. Direct funding models are an important evolution of support services, but where they fail to attend to the relational nature of care work, we must continue to pursue more inclusive solutions.

Smart retail technology adoption models are largely focused on consumer perceptions of the technology and the characteristics of digital technologies. However, the impact of the prior-to-use knowledge of consumers on the adoption of the technologies has been understudied. This research examined to what extent social acceptance and consumer learning can facilitate consumer adoption of digital grocery shopping (DGS).

This paper builds on the innovation–decision model to develop a framework to examine the impact of social acceptance and consumer learning on DGS. The research tested a structural model based on data collected from 611 North American participants.

This study found that the social acceptance of DGS directly and consumer learning indirectly affects the appeal of grocery shopping to consumers and consequently increases their intention to adopt this new shopping method. Furthermore, the results indicated that both hypothesised directions are parallelly mediated by digital convenience, the consumer’s digital readiness and digital trust.

This study extends the understanding of consumer adoption of DGS by highlighting the influence of consumer knowledge about DGS on their behavioural intention. Several important theoretical and practical implications are provided to help retail managers to develop service strategies.

In late 2020, a group of librarians at the University of Colorado Boulder (CU Boulder) came together to pursue the design of a diversity audit for monograph collections. After initial research and reflection, the authors realized that evaluating their existing collection on its racial or ethnic representation would not only be problematic, but also unnecessary, because it was clear to the authors that their collections are dominated by white voices and perspectives. How could they be otherwise? They were built for a primarily white audience as part of a system of knowledge production dominated by whiteness. The authors questioned whether the framework of a “diversity audit” really addressed their goal of a systematic anti-racist approach to collections management. This chapter details the authors’ process of rejecting the diversity audit framework for a large-scale review of monographs in a large academic library collection in the United States. It reviews the literature regarding diversity audits, as well as background on whiteness studies, as it leads to the authors’ rationale for instead developing a workbook for collection selectors. This workbook will position collection management practices within the white institutional presence (WIP) conceptual framework developed by scholar Diane Gusa (2010).

The chapter presents womanist musings about the author’s journey and growth as a Black woman scholar-advocate committed to socially just and antiracist scholarship. Using autoethnography, the author has synthesized her personal experience as a mother of a child diagnosed with cancer, with her professional endeavors as the founder Golden Moms (a peer support organization where majority of the mothers and their children are White) and with my work as doctoral student, to challenge White privilege in the academy.