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Education policies in the United States reinforce social stratification by prioritizing and normalizing middle-class whiteness in schools (Leonardo, 2007; Picower, 2009). The teacher labor market has also become more feminized, making white middle-class women paragons of exemplary educators (Rury, 1989; Tolley & Beadie, 2006). These sociopolitical and historical factors continue to play out in the current U.S. education workforce where 80% teachers are white and 76% of teachers are female (Hussar et al., 2020). Meanwhile, student demographics are shifting with students of color comprising over 50% of the public student population (de Brey et al., 2019). Diversifying the educator pipeline is a well-documented strategy to improve educational outcomes for all students, specifically students of color, and to achieve greater equity and inclusion in public education. However, the retention and promotion of educators of color remains a critical and complex issue.

Thus, looking at the intersection of race and gender in the education workplace, the purpose of this chapter is to highlight the experiences and expertise of women K-12 educators of color to identify best practices for career development. Applying Psychology of Working Theory (PWT) and utilizing modified meta-synthesis methodology, the chapter highlights the experiences of Black, Latinx, Asian American, and Indigenous/Native American women K-12 principals and superintendents to (1) thematize and conceptualize how women of color define their work in education spaces through a PWT lens and (2) understand how PWT themes can illuminate ways to build more diverse and inclusive career pathways for women of color leaders.

The tagasalo concept is a unique Filipino personality, indigenous to its culture and relevant within the family system. Carandang (1987) based this concept from her in-depth clinical practice and observation of Filipino family dynamics. The tagasalo is the family member who “catches” or “saves” the family and feels inordinately responsible for the care and welfare of other members of the family. Udarbe (2001) conducted further research and identified dynamics of the tagasalo personality. In the current study, the authors have extended the framework by exploring other dimensions aside from the compulsive and non-compulsive dimensions. The tagasalo also exhibits internalizing behaviors, an implicit tendency to be sensitive to other people, struggling with internal anxiety and stress; and externalizing behaviors by acting out explicitly to alleviate these anxieties. This chapter provides an in-depth theoretical-historical development of the tagasalo personality construct, locates it in broader psychological literature, and extends its potential by identifying multiple dimensions, supported with case illustrations and a composite case analysis.

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.

Entrepreneurial education is gaining traction in Ghana. The purpose of this chapter was to assess the influences of social enterprises in promoting entrepreneurial education, using Ghanaian social enterprises as a case study. The study adopted a qualitative research approach. A multiple case study analysis examined the influences of social enterprises in Ghana. Four in-depth qualitative case studies offer insight into social enterprise practices. Sustainability, innovation, control and employment issues stand out as key effects of Ghanaian social enterprise practices. The social practice theory framework is used to draw the linkages of the structure and agency relationships. Sustainability emerges as the most dominant impact of social enterprise practice followed by innovation, control and employment. These four descriptive terms summarise the universal effects of Ghanaian social enterprises' practices. The study identifies and assesses the role of social enterprises in social entrepreneurial education in addressing social ills and environmental challenges facing Ghana. The emphasis placed on each of the identified four constructs describes the plausible roles of Ghana's social enterprises in achieving productive entrepreneurship through entrepreneurship education. The result shows the pursuit of multiple practices is a common feature of social enterprises. The limitations of the study stem from methodological approach as it is qualitative approach bias and a single country case. Likewise, the subjectivities of the samples direct the results of the study. The study draws the attention of stakeholders and policymakers to the goodwill of social entrepreneurship education in Ghana. Many studies have been conducted on entrepreneurial education in the contextual setting of this study. This present study focused on the practices of social enterprises in Ghana that influences entrepreneurial education.

This culminating chapter reviews the impacts of the pandemic on global systems of education. Drawing on the insights of the preceding chapters, this chapter offers three ideas for the future. First, schools of education should engage in innovative learning experiences including in person, online and hybrid learning opportunities. Second, staff support and development are key areas for future growth. Similarly, the third area for future growth is deeper consideration of student well-being and development. The pandemic placed these ideas at the forefront of conversation, and schools of education are positioned to continue that conversation, taking action to create transformative educational experiences.

This chapter dwells on the use of music as a metaphorical tool to help organisations grapple with the intricacies of working within an environment that is unstable and more and more prone to rapid changes and the subsequently induced alteration of company focus and direction. This is not to say that strategic planning or delivery is musical but to provide the reader with a distinct and intriguing cognitive aid. Three types of music are considered (classical orchestral, popular music (pop), and jazz). Each metaphor helps to reveal alternative approaches to leadership but more specifically strategic development. This is, moreover, not offered as a template for success just the building of possibilities by using music as a different lens through which to scrutinise the strategic field. Areas highlighted in this reflective chapter are the role music can play to help understand the role of staff collaboration and learning. In addition, an understanding of the ways in which humans remember and relate to dynamic organisational life and the need for anchor-points to help with memory. Music provides both the possibilities of collaboration and soloing, or, put in another way, leadership, and followership as well as the ways in which listening, unlearning and collaboration aid the development of a more emergent, flexible dynamic organisational strategic development and policy.

The existing literature on abusive supervision, defined as a perception by subordinates that their supervisor displays hostility toward them (but falling short of physical abuse), is deficient insofar as it fails to account for workgroup differences in employees' perceptions of abusive supervision. We therefore sought to study such differences, which refer to as “abusive supervision dispersion (ASD).”

We interviewed 40 employees from a variety of organizations in Australia, focusing on the role of affective events in ASD dynamics, with a view to understanding how this phenomenon relates to individual and team processes.

We found that ASD stimulates employees to harbor negative emotions and resentment toward their supervisor, causing them to perceive even positive events negatively. We found further that, while low ASD facilitates team-member exchange by forcing abused members to band together resulting in low team conflict, high dispersion facilitates formation of subgroups and high team conflict.

These findings illuminate the paradoxical nature of ASD and suggest that employees experience dispersion through three paradoxes: (1) dispersion paradox, (2) resentment paradox, and (3) team paradox. Overall, these findings suggest that subordinates' perceptions of high ASD are associated with detrimental impacts on team performance.

Systematic literature review (SLR) papers have gained significant importance during the last years as many reputed journals have asked for literature review submissions from the authors. However, at the same time, authors are experiencing a high number of desk rejections because of a lack of quality and its contribution to the existing body of knowledge. Therefore, the purpose of this paper is to offer guidance to researchers who intend to communicate SLR papers in top-rated journals. We attempt to offer a guide to buddy researchers who plan to write SLR papers. This purpose is achieved by clearly stating how the traditional review method is different from SLR, when and how can each type of literature review method be used, writing effective motivation of a review paper and finally how to synthesize the available literature. We have also presented a few suggestions for writing an impactful SLR in the last. Overall, this chapter serves as a guide to various aspirants of SLR paper to understand the prerequisites of an SLR paper and offers deep insights to bring in more clarity before writing an SLR paper, thereby reducing the chances of desk rejection.

Common literature review methods such as systematic review and narrative review are poorly suited to the investigation of complex management phenomena. Systematic reviews are highly driven by protocol and procedure, and are oft-criticized as reductive and poorly equipped to examine the interaction between phenomena and context, nonlinear processes, and empirical outcomes that are less predictable. Narrative reviews, on the other hand, are pluralistic and iterative and thus better suited to descriptions of the complex and unpredictable; however, they tend to lack methodological transparency, trustworthiness, and pragmatism in application. The “realist synthesis” approach to literature review can be seen as the middle-ground between these two common methods, offering both methodological rigor alongside flexibility and nuance. Realist synthesis takes an explanatory frame, with a focus on unearthing the theorized causal mechanisms at play beneath a phenomenon of interest.