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The burgeoning practice of peer-to-peer breastmilk sharing in the United States conflicts with public health concerns about the safety of the milk. In-depth interviews with 58 breastmilk sharers highlight the ways in which these respondents counter widespread risk narratives. These caregivers deploy existing social values such as self-reliance, good citizenship, and “crunchy,” or natural, mothering to validate their milk-sharing practices. However, because of stratified reproduction, in which society encourages White motherhood while it disparages motherhood among poor women and women of color, these discourses are more accessible to milk sharers who are White and from middle-class. Black and Latinx milk donors and recipients offer additional rationale for milk sharing that includes reclaiming their legacies as worthy mothers and elevating milk sharing to justice work. In rejecting and reframing risk, all of these milk sharers work toward flattening the good mother/bad mother binary.

Once synonymous with books, libraries now provide a growing number of community services. Simultaneously, autism rates have increased worldwide. Improved diagnostic criteria have given us a clearer view of autism’s ­prevalence. Once thought to primarily affect nonverbal Caucasian males, we now know that autism crosses racial and gender lines. As the diagnosis rate of autism grows, so too does the importance of ­libraries. Libraries are a vital community space – a place to safely interact with ­others and observe social norms. Libraries also house books and stories, which are critical to language and social development. As autistic adults age out of school-based programs, libraries provide access to technology and a sense of structure. Sensory-friendly libraries, with elements of Universal Design, are also benefiting the greater community – making libraries better spaces for all patrons. As the number of autistic adults grows, so too does the number of autistic librarians. Generations of adults who grew up in the library are understandably being drawn to the profession. They are comfortable in the workplace and ­especially skilled for the job. Their input in the field should be encouraged. This chapter aims to provide an overview of the importance of libraries to the autistic community and identifies libraries as a significant place that can help communities to better serve the autistic individuals in their area. Strategies and ideas for libraries will be shared. Libraries can also serve as a potential workplace for autistic adults, and more outreach should be undertaken to encourage autistic librarians.

This study seeks to investigate strategies for building personal relationships with an organization's members, and to examine the outcomes of personal relationships in an advocacy organization.

The case study includes interviews with 39 staff people at national, state, and affiliate levels of the organization; 58 members; and five former members, for a total of 102 participants. Document analysis and participant observation were supplemental methods.

The following strategies for cultivating personal relationships were identified: direct engagement, task sharing, constitutive rhetoric, peer linking, hat‐in‐your‐hand, investment in local relationships, and targeting of aware affiliates for diversity efforts. To contribute to the discussion about the value of personal relationships in organizations, the study also investigated the outcomes of personal relationships. The outcomes found in the study include affective commitment, political leverage, social capital, member recruitment, and member retention.

Although many of the cultivation strategies and outcomes are likely to apply to various contexts, some of them may be specific to the context of an advocacy organization that has a grass‐roots culture and layers of leadership, such as local, state, and national offices.

Organizations can read the study to identify potential strategies they can use to cultivate strong personal relationships with their stakeholders.

The study produces new cultivation strategies and outcomes for personal relationships and engages in a critical discussion of the existing literature.

This article looks at girls who fight in order to evaluate theories of education for marginalized girls. As oppositional culture and educational resistance theories suggest for boys’ misconduct in school, girl fights are found to be a product of deindustrialization, family expectations, and peer culture. Within peer groups of marginalized students an oppositional culture develops such that girls gain respect from their peers by fighting because they demonstrate a necessary toughness. Girls who fight have a complicated relationship to education. Contrary to oppositional culture theory, these girls value educational achievement. However, the girls’ relationships with teachers are strained. Teachers do not appreciate “tough” girls. Race, class, and gender together construct a student culture that produces girls who fight in school.

The purpose of this paper is to examine first-year principals’ sense-making about two potentially conflicting demands as they take over low-performing urban schools: the demand to exert control over their teachers’ practice, and the need to build their teachers’ trust, collegiality, and commitment.

This study draws on a series of surveys and interviews with 12 first-year principals that took over some of the lowest-performing public schools in one large urban district.

Some principals begin their first year seeing their work to build accountability and commitment as complementary, while others see these two areas as in tension. Principals remain relatively consistent in these approaches over their first year on the job, although some principals change their views, generally coming to see these two areas as increasingly separate over time.

Future work should examine principals’ work to balance the demands of accountability and commitment in a variety of organizational contexts.

Principal preparation may benefit from training principals on the particular challenges they may face as they work with teachers in low-performing schools. Accountability systems may also seek to alter the demands placed on novice principals.

Despite the centrality of principals to school improvement, the prevalence of high-stakes school accountability, and findings on the importance of commitment to school success, little empirical research has examined how principals make sense of the potentially conflicting demands of accountability and commitment in highly pressured circumstances.

The purpose of this paper is to present insights from the implementation of a dialogic social studies curriculum and its potential to support diverse learners. Policymakers and educators must attend to the learning needs of diverse/minoritized (Note: In this paper, the authors use minoritized and diverse interchangeably) students who have been marginalized in public education. A critical goal is to close racial, ethnic and socioeconomic achievement gaps by increasing, for example, students’ engagement with curriculum and instruction. In this paper, the authors bridge research on dialogic instruction and culturally relevant and responsive education with the goal of informing curricular design and instructional practice.

This conceptual paper discusses the utility of dialogic instruction in improving learning outcomes for minoritized student populations. While some researchers have examined the positive effects of dialogic instruction on underperforming students (e.g. Murphy et al., 2009; Pillinger and Vardy, 2022), few scholars have examined dialogic instruction through a culturally relevant and responsive lens. The authors argue that the application of this critical lens may improve learning outcomes for diverse learners who have been marginalized in public education systems.

The authors present illustrative vignettes and insights from a pilot study of a novel social studies curriculum. This curriculum applies a social justice lens by guiding students in the exploration of complex social issues that affect them. Given the diversity of their collaborating teachers’ classrooms (55% are racially minoritized students), the authors applied principles of culturally relevant and responsive education (e.g. Ford, 2010; Gay, 2000; Ladson-Billings, 1995) when designing and piloting the curriculum. Prior personal and professional experiences by the first author point to the potential of dialogic instruction to meaningfully support minoritized students’ learning.

This paper builds on two bodies of literature – dialogic instruction and culturally relevant and responsive education – to identify how an innovative social studies curriculum may improve learning for diverse student populations. It calls for the advancement of a research agenda that applies a culturally relevant and responsive lens to inform instructional practice. The authors begin this discussion with two vignettes.

The purpose of this paper is to present findings on a community-based participatory research project where the authors examined access and ability to use technology, attitudes and perceptions of technology, and COVID-19 and mental health beliefs in the time of COVID-19, among predominantly Hispanic/Latinx farmworker males residing in the US–Mexico border city of El Paso, Texas.

This paper used a qualitative narrative analysis which consisted of in-person interviews in Spanish with male farmworkers (n = 10) between the ages of 49–60 years. This paper applied a research approach designed to engage researchers and community stakeholders as equal partners with the goal of improving practice.

Of the participants, eight reported having a phone and only three reported knowing how to use the internet. Before the COVID-19 pandemic, the participants reported living a relatively stress-free life. When the pandemic impacted their community, they reported experiencing heightened anxiety and stress. To relieve stress, all participants used healthy coping strategies (e.g. walking and gardening).

The findings suggest that farmworker males are receptive to obtaining mental health services. In addition, they would benefit from resources highlighting healthy stress coping mechanisms. Due to their limited knowledge of current internet technology, efforts on how to promote and deliver mental health services and resources to farmworkers should be strategic and appropriate.