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This chapter uses Sandra Bem’s scholarship to demonstrate the intersections between developmental and social psychological approaches to understanding masculinity and femininity.

To highlight Sandra Bem’s contributions, we examined masculinity and femininity, broadly defined, from a socio-developmental theoretical perspective, conceptualizing gender development as embedded within a socio-historical context.

Our review of the literature illustrates that both age and social contextual features influence femininity and masculinity and more specifically that in childhood, adolescence, and early adulthood, femininity and masculinity vary depending on the sex (same- vs. other-sex) of those in the social context. Along with demonstrating the current utility and extensions of Sandra Bem’s research, we also emphasize the feminist and social justice applications of her body of work.

Weaknesses in the existing methodology where instruments are designed based on the assumption that masculinity and femininity are stable traits rather than characteristics that vary are discussed. Limitations to research focused on either social or developmental perspectives are highlighted and suggestions for a more integrative approach are provided.

Similar to how Sandra Bem’s work showed that sex and gender need not be linked, research and theory on the developmental and contextual specificity of gender also demonstrate that there is freedom in the expression of gender.

Introduction: Financial failure is a concept that may arise from many internal and external factors such as operational, financial, and economic items and may incur serious losses. Over-indebtedness arising from managerial misjudgments may cause high financial distress, insufficiency, and bankruptcy. In this regard, determination of effects of capital structure decisions on financial failure risk is crucial.

Aim: The main purpose of this study is to explore the relationship between capital structure decisions and financial failure risk. For this purpose, data from Borsa İstanbul (BIST) for listed food and beverage companies for the period from 2004 to 2019 is used. Another purpose of this study is to compare the financial failure models considering capital structure theories.

Method: In the study, capital structure decisions are associated with five different financial ratios; while the financial failure risk is proxied by financial failure scores of Altman (1968), Springate (1978), Ohlson (1980), Taffler (1983), and Zmijewski (1984). Therefore, five different panel data models are used for testing these hypotheses.

Findings: The results of panel data analysis reveal that capital structure decisions have statistically significant effects on financial failure risk for all models; however, those effects vary from one financial failure model to another. Also, the results show that in the models in which financial failure risk is proxied by the Altman (1968) and Taffler (1983) scores, the aggressive financial policies increase the financial failure risk. However, regarding the models in which financial failure risk is proxied by the Springate (1978), Ohlson (1980), and Zmijewski (1984) scores, aggressive financial policies decrease the financial failure risk.

Originality of the Study: To the best of our knowledge, this chapter is original and important in terms of revealing the effects of capital structure decisions on the financial failure risk and comparing the financial failure models.

Implications: The results revealed that the risk of financial failure models represented by Altman (1968) and Taffler (1983) scores are found to be statistically stronger and more successful in meeting theoretical expectations compared to other models. Therefore, it would be more appropriate to refer Altman’s (1968) and Taffler’s (1983) financial failure models in financial failure risk measurements.

The research on Black underachievement is well documented. But the explanations posited as causes for this failure are problematic. They are reductive and fail to explain adequately the reasons for Black children’s underperformance. The wealth of research into Black underachievement is not matched by research into Black achievement, and explanations for this are equally flawed, as are policies designed to curtail underperformance. I argue in this paper that underachievement is the product of social and cultural forces, and success is dependent on all concerned in the educational development of the child, including the child, overcoming those forces and accommodating each other in order to provide the knowledge and skills necessary for success.

Korean educational migrant (kirogi) families have received widespread popular attention due to their ironic form of family that sacrifices the togetherness of a family. Recent trends suggest that this practice is spreading to the less affluent classes and that many such families are heading to ‘new’ destinations, including Singapore. This study examines the transnational schooling and life experiences of Korean transnational educational families in Singapore. It addresses the questions, why did these families choose Singapore? Why did transnational schooling, which parents almost unanimously said that they had organised for the betterment of their children's future, lead to some families getting stuck in the destination country?

Fieldwork in Singapore and Korea was conducted between April 2006 and September 2007. In-depth interviews with both mothers and fathers who have at least one child attending public, private or international schools in Singapore, at the primary or secondary level, were conducted with 18 families. The analysis was conducted using a grounded theory approach and NVivo 7/8.

Although the Korean state's emphasis on international competitiveness and parental aspirations for their children's future upward social mobility were common motivators, Koreans in Singapore were also attracted by the relatively low cost, English–Chinese bilingualism and other ‘family-friendly’ features in Singapore. However, kirogi children had highly contrasting schooling experiences and they met with mixed success in gaining what they expected. Furthermore, many children in public schools faced demotion and other difficulties in their new school environments. Some less affluent families found themselves facing dilemmas of cross-border schooling. This study shows that transnational schooling does not necessarily operate equally favourably for participants from diverse class backgrounds. It also demonstrates that the societal contexts of reception in both the countries of origin and of destination, including the buffering institutions and reference groups and peer culture, are important factors shaping the schooling and life experiences of educational migrant children and in reconfiguring their trajectories.

While there have been several quantitative studies about potential motivations for space tourism, there is a lack of qualitative research which explores these motivations in greater scope and depth. This chapter, based on the data gathered from face-to-face, telephone, and online interviews of potential space tourists, identifies nine likely motivations for space tourism, with hedonic examples such as thrill-seeking or risk-taking; eudaimonic examples such as challenge, curiosity, spirituality, and nostalgia; and extrinsic cases such as seeking distinction or a desire to motivate and assist others. Suggestions are made for marketing future space tourism experiences, as well as recommendations for succeeding research.