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This chapter provides an overview of ways the European Network of Ombudspersons for Children (ENOC) has influenced the development, structure, and functions of independent children’s rights organizations (ICRIs). Employing theoretical perspectives of New Institutionalism and World Society Approach and other concepts from institutional theories, this chapter explores explanations of isomorphic impacts of ENOC on ICRIs. This chapter examines how ENOC membership criteria have influenced ICRIs and their work, how ENOC’s influences on ICRIs may be tied to deterring decoupling from the symbolic promises nation states make when ratifying children’s rights instruments, and how agendas at ENOC annual meetings foster focused attention and work of ICRIs on specific substantive issues relevant to the promotion of children’s rights. That ENOC has served as a model organization of ICRIs suggests worldwide influences on the promotion of children’s rights.

Faced with the existential threat of COVID-19, the College of Business Administration (CBA) at Princess Nourah Bint Abdulrahman University (PNU) decided to work toward the dual goals to achieve accreditation and an effective social and educational response to the pandemic. CBA’s quality improvement process was implemented synergistically with Seligman’s (2011) PERMA well-being model, namely positive emotions, engagement, relationship, meaning, and accomplishment/achievement. The case study methodology, which was based on direct observations, faculty and students’ interviews, surveys, feedback, documents, and archival data records, allowed to capture the context and lived reality of all the participants in QAA processes. Results showed that quality improvement was facilitated through three domains: (1) governance and academic leadership, (2) teaching and learning, and (3) digitalization and technology. Within each domain, specific programs, activities, human resources, and networks were enabled through a framework based on the PERMA well-being model. As a result of this hybrid QAA well-being implementation process, CBA achieved NCAAA accreditation for its offered programs, while experiencing high levels of well-being and commitment to teaching and learning by the staff members and students. The description of CBA’s accreditation journey might be insightful for other higher education institutions (HEIs).

Previous research assumes that economic development is the key to increasing the food supply and alleviating child malnutrition. However, economic development alone does not promise that income is distributed fairly, nor does it guarantee that other human needs will be fulfilled. What has been missing from cross-national research is an analysis of how gender inequality shapes women’s abilities to effectively maintain food security. The current study contributes to this literature by exploring the multidimensional effects of women’s empowerment on child stunting and wasting.

Pooling data from the Demographic and Health Surveys and the World Bank, the analysis estimates a series of multi-level models that examine the country-level influences on malnutrition, while also accounting for household and maternal characteristics that affect food security at the individual level.

Results suggest that improvements in women’s education, control over reproduction, representation in national politics, and life expectancy correspond to improvements in child malnutrition. Notably, the effects of gender inequality are comparable to or larger than those of economic development. The multi-level modeling technique illustrates how social forces that are larger than the individual shape the chances of experiencing food insecurity.

Cross-national data are limited in scope and cannot prove causality. Further research is also needed to better understand the process by which women wield advances in rights and empowerment to affect food security.

If policymakers want to facilitate food security in poor countries, they should not disregard the potential of policies that will promote more equitable rights for women.

In this chapter, we show how our understanding of global leadership can be enriched by applying research on expert decision making. We review Klein's model of expert decision making and other research on expert cognition. Then we apply these findings to show how the decision-making processes of expert global leaders might differ from those of novice leaders. Finally, we suggest directions for future research.

This chapter draws on developmental intergroup theory, parental ethnic-racial socialization literature, anti-bias curricula, and prejudice intervention studies to address the appropriateness of discussing race and racism in early childhood settings. Existing literature about teacher discussions surrounding race and racism is reviewed, best practices are shared, and the need for more research in this area is highlighted. The construct of parental ethnic-racial socialization is mapped onto early childhood anti-bias classroom practices. The chapter also outlines racial ideologies of teachers, specifically anti-bias and colorblind attitudes, and discusses how these ideologies may manifest in classroom practices surrounding race and racism. Colorblind ideology is problematized and dissected to show that colorblind practices may harm children. Young children’s interpretations of race and racism, in light of children’s cognitive developmental level, are discussed. Additionally, findings from racial prejudice intervention studies are applied to teaching. Early literacy practices surrounding race and racism are outlined with practical suggestions for teachers and teacher educators. Moreover, implications of teacher practices surrounding race and racism for children’s development, professional development, and teacher education are discussed.

Father involvement is a salient predictor of children’s development and recent studies suggest that African American fathers who are highly involved across infancy and toddlerhood have children who enter school better prepared to succeed. Little is known, however, about the specific dimensions of fathering (e.g., language stimulation) that contribute to the positive development of African American children during the early childhood period. Even less is known about psychological and contextual barriers to positive father involvement among African American men with very young children. The first part of this chapter briefly reviews empirical research that has delineated links between multiple dimensions of father involvement and child development in African American families. The second part of the chapter explores emerging evidence on the associations between fathers’ psychological functioning, father involvement and child development, and concludes with suggestions for future research, practice, and policy.

The current study examines developing racial attitudes among a group of African American adolescents. Data for this study include 28 open-ended, qualitative interviews with African American adolescents (64% girls, 36% boys) in Detroit, Michigan, and were drawn from a larger study in which these adolescents and their mothers were interviewed about racial socialization. Data analysis shows adolescents' racial attitudes to be ambivalent and influenced by the dissonance between “color-blind” rhetoric – the idea that “race doesn't matter” – and their everyday experiences, in which race does matter in important ways. Adolescents' reports of racial attitudes and experiences with racism frequently include travel anecdotes, which reveal how place, travel, and negotiating the color line influence their developing ideas about race. The findings suggest that sources beyond parental socialization strongly affect adolescents' developing racial attitudes and identities and that young people's voices should be further utilized in studies examining these issues.

In this chapter, the authors contribute to the scholarly discourse on poverty, inequality, and economic mobility within low-income families who have children with disabilities. Few extant studies have addressed issues of socioeconomic mobility relative to families with children who have disabilities. Accordingly, we employed analyses of secondary longitudinal ethnographic data from the Three-City Study to explore socioeconomic mobility among 31 mothers of children with disabilities in Boston, Chicago, and San Antonio. The authors examined two central issues that emerged in our ethnographic data: (1) mothers’ aspirations regarding their socioeconomic mobility, and (2) the barriers which make it difficult for them to reach their mobility aspirations. The authors also considered the role of family comorbidity and cumulative disadvantage in this inquiry. Through our analyses of mothers’ talks regarding socioeconomic mobility, we identified three domains of their aspirations – work and career, education, and intergenerational. We also identified three “barrier bundles” – pragmatic needs, relationship and social liabilities, and socio-emotional concerns – which compromised mothers’ abilities to be upwardly mobile. In essence, we found that mothers’ aspirations were not aligned with the barriers that precluded them reaching their goals. The authors conclude with a discussion on the implications of this research for future studies.