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In the US minimum wages were initially enacted by individual states, beginning with the Commonwealth of Massachusetts in 1912. These laws were modeled on legislation enacted over the previous two decades in Australia, New Zealand, and England (Fisher, 1926, chap. 8; Hammond, 1915, 1913; Hobson, 1915; Hart, 1994, chaps. 2 & 3; Morris, 1986). From 1912 to 1923, the legislatures of 16 states, Puerto Rico, and the District of Columbia passed minimum wage legislation, although not all of them were operational by the end of this period (Brandeis, 1935, p. 501; Clark, 1921; Millis & Montgomery, 1938, chap. 6; Morris, 1930, chap. 1).

This research examines the influence of parents on students studying the science, technology, engineering, and mathematics (STEM) disciplines and entering STEM careers. Participating youths were awarded scholarships from large funded US grant programmes. Cases of two graduate students (one female, one male) and one undergraduate student (male) are featured. The first two students in the convenience sample are biology and physics majors in a STEM teacher education program; the third is enrolled in computer science. National reports emphasizing the importance of parents on their children's education are presented, along with diverse international literature. The use of narrative in STEM curriculum and narrative inquiry in STEM research are also documented. Experience, story, and identity form the study's conceptual frame. The narrative inquiry research method employs broadening, burrowing, and storying and restorying to elucidate the students' academic trajectories. Incidents of circumstantial and planned parent curriculum making surfaced when the data were serially interpreted. Other noteworthy themes included: (1) relationships between (student) learners and (teacher) parents, (2) invitations to inquiry, (3) modes of inquiry, (4) the improbability of certainty, and (5) changed narratives = changed lives. While policy briefs provide sweeping statements about parents' positive effects on their children, narrative inquiries such as this one illuminate parents' inquiry moves within home environments. These actions became retrospectively revealed in their adult children's lived narratives. These small stories, while not generalizable, map how students, shaped by their parents' nurturing, enter the STEM disciplines and STEM-related careers through multiple pathways in addition to the identified pipeline.

Given the complexity of societal, technological, and economic challenges encountered by schools and teachers, one may wonder whether and how teachers can still optimally motivate their students. To adopt a motivating role in today’s ever-changing, even stormy, educational landscape, teachers need more than a checklist of motivating practices. They also need a fundamental theoretical perspective that can serve as a general source of inspiration for their everyday classroom practices across various situations and in interaction with different students. Herein, we argue that self-determination theory represents such a valuable perspective. In Part I, we discuss the satisfaction of learners’ psychological needs for autonomy, competence, and relatedness as a source of student motivation, engagement, and resilience. We also present a recently developed circular model involving a broad variety of motivating (i.e., need-supportive) and demotivating (i.e., need-thwarting) teaching practices appealing to these three needs. In Part II, we discuss several implications of this circular model, thereby discussing the diverse pathways that lead to student need satisfaction, motivation, and engagement as well as highlighting teachers’ capacity for calibration to deal with uncertainty and change. We conclude that school principals and teachers do well to invest in both students’ and teachers’ psychological need experiences, such that they become skilled in flexibly adjusting themselves to diversity, uncertainty, and change.

Recent evidence from glass cliff research suggests that women are more willing than men to accept risky leadership positions. The purpose of this paper (based on three studies) is to reveal and resolve the apparent paradox that women are more risk averse than men yet end up in risky leadership positions.

In Study I, risk attitudes of 125 participants were surveyed to understand gender differences in risk taking. In two experimental vignette studies, 119 university students (Study II) and 109 working adults (Study III) were offered a leadership position in either a risky or successful company and asked to rate their willingness to accept the job.

Together, the results showed that although women are generally more risk averse than men, women who scored low on career self-efficacy were more likely to perceive a risky job as a promotional opportunity and were therefore more willing to accept such a job. These findings shed light on the role of women’s career decision making in the glass cliff phenomenon.

Glass cliff research has focused almost exclusively on organizational decision makers. The authors aim to better understand the glass cliff phenomenon by incorporating the perspective of job seekers.

Purpose – The purpose of this chapter is to define and explain a curriculum of parents, its purpose and importance as an addition to teacher education curriculum, and how the author lives out this curriculum alongside teacher candidates.

Approach – The chapter gives an account of the author's narrative inquiry into the lived experiences of two teacher candidates who were engaged in a curriculum of parents.

Findings – The chapter highlights how the teacher candidates’ acceptance of dominant notions of parents as outsiders to the processes of schooling or as individuals to be wary or fearful of was interrupted by their experiences within a curriculum of parents. An account is given of their dis/positioning as they came to “un-know” their understandings of professional as someone with power and control and to reknow it as an act of standing together with parents; as a reflection of the “person to person.”

Research implications – This initial narrative inquiry makes visible how intentionally making and living out a curriculum of parents alongside teacher candidates impacts their beliefs and assumptions about parents and the way in which they position themselves as teachers in their work with parents and families.

Value – The value of the chapter is that it is the first work that has detailed a curriculum of parents. The chapter shows the major contributions such a curriculum can add to teacher education programs – as it moves the curricular commonplace of milieu from a subordinated position in relation to the other commonplaces of student, teacher, and subject matter to one of coordination.

This chapter provides in-depth case studies of two large urban public libraries in the United States and how communities and libraries respond to reductions mandated by their funding agencies. Boston Public Library (BPL) and Los Angeles Public Library (LAPL) are both in communities that faced, and are still facing, recessionary budget pressures that began in 2007. Each community and library system has responded in different ways. In the recent past, in both Boston and Los Angeles, the Mayors and City Councils have supported libraries that have come to define the great cultural heritage and heart of these cities in the past. In 2010, however, both cities faced unheard of budget pressures. In Boston, there was a budget shortfall of $3.6 million. In Los Angeles, the budget shortfall began in 2007 due to huge increases in pension payments to city workers, particularly in the police and fire departments (City of Los Angeles Web site, 2011). In Boston, the community was told there could be branch closures. In Los Angeles, the budget shortfall created severe personnel, material, and service cuts. How each library and their leaders responded to those challenges differed. The level of support that their communities provided and the manner in which it was provided also differed. The two cases describe what can happen when budget crises occur and how libraries and their communities deal, or do not deal with them. The cases also reflect how the two library systems serve metropolitan areas with very distinct characteristics.

A vast and comprehensive body of research highlights the importance of motivation for academic outcomes. More recently, researchers and educators are increasingly becoming aware of the importance of motivation for social and emotional outcomes. In the current chapter, it is argued that motivation is a core component of social and emotional competence because such competence must be actively and willfully applied to have a positive impact on the individual and those around them. Motivation is essential for this application. In this chapter, three well-known motivation constructs are presented as playing a role in promoting positive social and emotional outcomes: social goals, growth mindsets, and autonomous motivation. Then, attention is narrowed down to an in-depth consideration of autonomous motivation and its role in a recently developed conceptual model that articulates the instructional, motivational, and behavioral factors and processes implicated in social and emotional development (Collie, 2020). The conceptual model highlights that instructional practices promote students' perceptions (of autonomy, competence, and relatedness) and, in turn, their autonomous motivation and enactment of socially and emotionally competent behaviors. The chapter concludes with implications for practice and research.