Search results

Black feminist scholars describe resistance as Black women’s efforts to push back against ideologies and stereotypes that objectify them as the other. The contested sites are often neighborhoods, schools, the media, corporations, and government agencies. W. E. B. DuBois and Audre Lorde both spoke about a dual consciousness among Black women, and the larger Black population, that included the power of self-definition. This particular study centers the lived experiences of African American women living in Englewood, a neighborhood with high levels of violence in Chicago. Using data from 93 in-depth interviews, this study illustrates Black mothers’ efforts to resist ideologies and stereotypes about their mothering, beauty, socioeconomic status, etc. This study also centers their voices and lived experiences to capture the power they express by engaging in self-definition. Self-definition includes descriptions of themselves, their current situations and the changes they would like to see in their neighborhoods and the larger U.S. society. This chapter ends by discussing the implications of the findings in relation to two programs developed to help these mothers work toward neighborhood change called DREAM (Developing Responses to Poverty through Education And Meaning), and De.SH(ie) (Designing Spaces of Hope (interiors and exteriors)), a collaborative which seeks to remedy the paradoxical existence of spaces of hope and spaces of despair through an innovative approach that melds Architecture, African American Studies, Sociology, and beyond.

Social class has long existed in tension with other forms of social difference such as race, gender, and sexuality, both in academic and popular debate. While Marxist-influenced class primacy perspectives gained prominence in US sociology in the 1970s, they faded from view by the 1990s, replaced by perspectives focusing on culture and institutions or on intersectional analyses of how multiple forms of social difference shape durable patterns of disempowerment and marginalization. More recently, class and capitalism have reasserted their place on the academic agenda, but continue to coexist uneasily with analyses of oppression and social difference. Here we discuss possibilities for bridging the gap between studies of class and other forms of social difference. We contend that these categories are best understood in relation to each other when situated in a larger system with its own endogenous dynamics and tendencies, namely capitalism. After providing an historical account of the fraught relationship between studies of class and other forms of social difference, we propose a theoretical model for integrating understandings of class and social difference using Wright et al.‘s concept of dynamic asymmetry. This shifts us away from discussions of which factors are most important in general toward concrete discussions of how these factors interact in particular cases and processes. We contend that class and other forms of social difference should not be studied primarily as traits embodied in individuals, but rather with respect to how these differences are organized in relation to each other within a framework shaped by the dynamics of capitalist development.

This chapter sought to answer the following questions: (a) what does special education means for students with intellectual disability?, (b) what is being done, and (c) how do we maintain tradition? The answers, while complicated, suggest special education for students with intellectual disability historically and currently involves attention to what, how, and where, with the how being the key elements of special education for students with intellectual disability. This chapter discussed the what, how, and where for students with intellectual disability in a historical and current framework while also providing evidence-based practices for students with intellectual disability to implement to maintain the tradition of high-quality services.

Paradoxical leadership concerns competing yet interrelated leader behaviors in response to conflicting workplace demands. Emerging research examines the outcomes of paradoxical leadership, yet less is known about its antecedents. This article aims to examine the combined effect of leader fluid intelligence, trait anxiety and trait anger, on transformational leadership and abusive supervision as contrasting paradoxical leader behaviors.

This study involves 157 leader–manager dyads, and 137 leader–follower teams utilizing a cross-correlational, time-lagged, online survey design.

Results indicate that leader fluid intelligence moderates the relationship between leader trait emotions and behavior such that low fluid intelligence and high trait anxiety results in manager perceptions of low transformational leadership, while low fluid intelligence and high trait anger results in follower perceptions of high abusive supervision.

The results suggest that fluid intelligence is a common factor that determines how leader trait emotions (anxiety and anger) are expressed through paradoxical leader behaviors as perceived by different hierarchical observers (i.e. a leader's superior and subordinates).

The purpose of this paper is to investigate whether or not mavens’ dissemination activities are likely to promote or hinder retailers’ store brand premiumisation attempts, by revealing the relationship between mavens’ price and non-price on-pack extrinsic cue search and their store brand purchasing behaviours.

The paper adopts a hypothetic-deductive approach and develops a model of mavens’ store brand purchasing behaviour. The model is tested using SEM on a US data set containing 457 respondents. A full discussion of the direct, indirect and total effects is provided.

Mavens’ store brand purchasing behaviours are strongly linked to their price search activities and negatively related to their use of non-price on-pack extrinsic cues. This indicates that their dissemination activities are likely to stress lower prices and hence price competition rather than promote other cues used to infer quality. Thus, mavens are likely to inhibit retailers’ store brand premiumisation attempts. Mavens’ investments in time engaged in search activities are strongly linked to social returns rather than private financial savings.

The work is based on data collected using an online survey in one region of the USA where store brands are not as prevalent in other countries such as the UK.

The investigation of non-price on-pack extrinsic cues reduces mavens’ store brand purchasing behaviours while the use of price cues increases them. This suggests that even with mavens’ market expertise that a non-price extrinsic cue deficit continues to exist for these products. Consequently, retailers need to re-examine and rework the cues contained on pack to convey more positive consumption-related information if mavens are to become store brand advocates.

Rather than conceptualising the maven as possessing market wide knowledge, this research adopts a domain specific perspective arguing that price mavenism can be distinguished from product-related mavenism with consequences for the set of extrinsic cues used as part of the maven’s search process. In doing so, it reveals the conflicting effects that these maven dimensions have on purchasing behaviours and the likely effects on mavens’ dissemination activities.

This chapter examines the concept of intersectionality and its application to disability. It examines the historical background and evolution of the concept. The chapter suggests issues which emerge in its application to the interaction of disability with other social statues. It reviews the contributions in this volume and places them into the context of the study of intersectionality and disability.

This chapter is a review of relevant literature as well as a review of the chapters included in the volume.

The chapter reviews the history of the concept of intersectionality as well as some of its conceptual complexities. It compares race, gender and disability as types of statuses and shows how they are the same as well as how they are different. It shows that the fluidity of the status of disability is true to a lesser extent for race and gender. It sets the stage for the authors’ contributions to the volume.

The chapter shows that, in the same ways that race and gender as statuses work together to create inequality, disability and other statuses such as parenthood also work together to affect the lives of, and create inequalities for, persons with disabilities.

The chapter identifies the intellectual relationships of the concepts of master status and intersectionality and discusses some of the complexities of those concepts. It introduces a volume which begins to document the importance of the intersection of disability with other statuses.

This chapter reports on a longitudinal quasi-experimental field study within an organizational design of a global consumer products manufacturer moving toward high-performance work systems (HPWSs) in North America by integrating business centers and self-directed work teams (SDWTs) coupled with 13 other action-levers within an integrated and bundled high-performance organizations (HPOs) re-design. The results of this organizational design effort are assessed using different types and levels of organizational outcomes (hard record data, behavioral, and attitudinal measures) along a 5-year temporal dimension punctuated by multiple time periods (baseline, during, and after). The organization, which was “built to change” (Lawler & Worley, 2006), in this research had already highly superior or “exemplar” (Collins, 2001) levels of organizational performance. Consequently, the real research question becomes: “What effect does state of the art organizational design and development have on an exemplar organization?” The study also calls into question the field's ability to truly assess exemplar organizations with existing measures of organizational change and development.

We integrate trait, individual differences and substitutes for leadership theories to examine how leader trait anger influences leader vision and follower trust in the leader across high versus low levels of organizational formalization.

We obtained data from two independent multi-source samples from different occupations and countries. Sample 1: leader–follower dyads (n = 179) collected over three measurement periods from the Philippines; Sample 2: cross-correlational sample of leaders (n = 166), their manager (n = 166) and their followers (n = 610) from Australia.

We tested our hypotheses using PROCESS (Hayes, 2018) and found that leader trait anger influenced follower trust in the leader both directly and indirectly through leader vision (Samples 1 & 2). We also found that organizational formalization neutralized the effect of leader vision on follower trust in the leader (Sample 2).

While we used a time-lagged design in Sample 1, we cannot make strong causal claims as might be the case in an experimental study, for example.

Our results highlight the adverse effect of leader trait anger on perceptions of leader vision and follower trust in the leader, which we suggest should be considered in recruitment and promotion decisions. Our findings also suggest that high levels of organizational formalization may undermine the motivational effect of leader vision on followers, which should be considered in relation to organizational rules and procedures.

This research enhances our understanding of a previously unexplored boundary condition (i.e. organizational formalization) that appears to neutralize the motivational effect of leader vision. In addition, it highlights the ubiquitous effect of trait anger, in this case undermining the effectiveness of leader vision and trust in the leader, from two different observer perspectives (i.e. leaders’ followers and managers).

Decolonizing involves dismantling deeply entrenched colonial systems of knowledge and power by disrupting colonial patterns of thought, questioning how teaching and learning occurs, and critiquing the colonial practices that are merged into the fabric of higher and adult education. Within this process, scholars and practitioners engage in interrogating teaching and learning approaches and developing a critical consciousness regarding what knowledge is valued and how this value is acquired. Within higher and adult education, limited research has explicitly considered the ways in which conceptions of andragogy and its accompanying instructional approaches might be deconstructed within the context of decolonization. The purpose of this chapter is to deconstruct and decolonize foundational higher and adult learning conceptual and theoretical frameworks that are routinely embedded within courses and programs. The conceptual and theoretical frameworks selected and analyzed include self-directed learning, transformative learning, and action learning as conventional examples of individual and collective instructional approaches employed within higher and adult learning settings. Maōri scholar Linda Tuhiwai Smith's (2012) nine characteristics of theory that contribute to colonizing discourses and 25 Indigenous projects/principles are employed as the lenses that frame this analysis. These lenses include social science and methodological approaches and strategies that decolonize populations and promote Indigenous epistemologies.