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Workplace voice is well-established and encompasses behaviors such as prosocial voice, informal complaints, grievance filing, and whistleblowing, and it focuses on interactions between the employee and supervisor or the employee and the organizational collective. In contrast, our chapter focuses on employee prosocial advocacy voice (PAV), which the authors define as prosocial voice behaviors aimed at preventing harm or promoting constructive changes by advocating on behalf of others. In the context of a healthcare organization, low quality and unsafe patient care are salient and objectionable states in which voice can motivate actions on behalf of the patient to improve information exchanges, governance, and outreach activities for safer outcomes. The authors draw from the theory and research on responsibility to intersect with theories on information processing, accountability, and stakeholders that operate through voice between the employee-patient, employee-coworker, and employee-profession, respectively, to propose a model of PAV in patient-centered healthcare. The authors complete the model by suggesting intervening influences and barriers to PAV that may affect patient-centered outcomes.

This study documents that an outcome-favorable bias is greater when the quantity of information describing a balanced tax-decision context is substantially increased. Second, the study demonstrates that an outcome-favorable bias can be offset by the use of principles-based ethical standards. Specifically, we examine the effect of AICPA Code of Conduct Section 54 for integrity and Rule 102-6 for advocacy. Students volunteered to participate in this study examining the manner in which accounting novices initially process principles-based standards. Prior studies using student subjects in an audit setting have found that principles-based standards were effective only when students had high levels of moral reasoning (Herron & Gilbertson, 2004), and rules-based technical standards had no impact on student subjects when making financial adjustments (Pflugrath, Martinov-Bennie, & Chen, 2007). If professional standards increasingly rely on principles-based standards, then understanding the impact of such standards on future entrants into the profession would provide guidance in the creation and implementation of future standards, as well as assist educators in the development of accounting curricula. We extend the pattern of past research to a tax setting and show that tax-saving recommendations are a function of the presence of a professional standard and the level of contextual detail.

Autism Spectrum Disorder (ASD) is the fastest-growing disability in the US; despite years of federal policy aimed at enhancing employment outcomes for this population, these outcomes remain limited. Little is known about the allyship strategies used to support job seekers with ASD to communicate with potential employers. The current study assesses self-advocates with ASD and supporters of people with ASD (e.g., family members, caregivers, employment specialists, vocational rehabilitation professionals) about the advocacy strategies they have implemented during the hiring process to enhance communication with employers. Study participants rated the effectiveness of the strategies that others may use, as well as the strategies they have used when seeking employment for an open position. Finally, a variety of psychological variables (e.g., self-determination, self-advocacy, global self-esteem, mentorship, incivility) were measured that are suspected to influence the use of these strategies in seeking employment. Findings inform effective support and advocacy strategies as well as ways that varying psychological variables predict the use of these strategies, informing personalization of interventions and supports for self-advocates and allies.

Individuals with disabilities may not be aware of their communicative, academic, social, and/or vocational needs. Over the last 20 years, self-advocacy has been referred to as a goal for education, a civil rights movement, and a component of self-determination (Test, Fowler, Wood, Brewer, & Eddy, 2005). As a measurable skill, self-advocacy can be specifically defined as a skill that helps “individuals communicate their needs and stand up for their own interests and rights” (Yuan, 1994, p. 305). Individuals diagnosed with a variety of disabilities (learning disabilities, cognitive impairments, language disorders, etc.) experience difficulty in achieving success in situations where they are required to communicate their needs and stand up for their rights. Test et al. (2005) documented 25 definitions of self-advocacy that were published between 1977 and 2002. The most recent definition focused on self-advocacy in the realm of social change and civil rights; the enablement of individuals with disabilities to make decisions, speak for themselves, and stand up for their rights.

The relationship between tourism development and its impacts on resident attitudes toward tourism has been widely discussed in literature. Not much attention, however, has been paid to residents’ role in tourism from the perspective of place identity theories. Based on a conceptual framework introduced by Palme, Koenig-Lewis, and Jones, this study applied the social identity theory in examining the relationship between resident’s place-based social identity and support for tourism. The results showed that both the cognitive and affective social identity components had significant effects on resident’s conative attitudes of support for tourism. What remains unsolved is which component is more significant and should be targeted in destination marketing. Theoretical and practical implications were discussed and recommended.

This chapter discusses the significance and effectiveness of communication strategies in empowering marginalized communities. With a specific focus on reproductive health, this chapter examines the diverse scope of these strategies and their transformative potential. It explores the use of mass media as a dynamic tool for information dissemination and the adoption of information, education, and communication (IEC) approaches to enhance knowledge and awareness. Furthermore, this chapter highlights the catalytic role of social and behavior change communication (SBCC) in driving substantial transformations in behaviors and attitudes. An integral part of the discussion is the customization of communication strategies to effectively reach and empower marginalized communities in Bangladesh. Through these strategies, this chapter illuminates the path toward empowering marginalized communities.

Promoting the self-determination of students, particularly adolescents, with disabilities has become best practice in special education and transition services. Research documents that students who leave school as more self-determined young people achieve more positive employment and independent living outcomes and experience a higher quality of life. Further, promoting self-determination can provide an entry point to the general education curriculum for students with disabilities, and instruction to promote self-determination can enable students to better engage with and learn in the general education curriculum. This chapter defines the self-determination construct as it applies to the education of students with disabilities, examines the importance of such instruction, and provides information with regard to prevailing practices in assessment and instruction to promote this outcome.

This chapter reviews previous research on allyship: non-minority individuals who choose to support minorities while working to end discrimination and prejudice. In particular, the focus of this chapter is on how allyship applies to the workplace. We argue that allyship can be a diversity management tool to help reduce workplace discrimination.

To explore this topic, we conducted a literature review on allyship in the workplace and synthesized previous research together. We examined research from both organizational and non-organizational settings.

Our review of previous literature is divided into three sections. First, we discuss what all entails allyship, including knowledge, communication, and, in particular, action. Next, we discuss the many outcomes previous research suggests comes from allyship (including benefits to other individuals, benefits to the overall culture, and benefits to the ally him or herself). Finally, we conclude with a discussion of who is likely to become an ally as well as the journey a person goes through to become a true ally.

This chapter can be useful for practitioners who wish to promote allyship within his or her workplace. Organizations that want to strengthen their diversity and inclusion climate can consider developing ally training programs and promoting ally culture. Additionally, this chapter can be useful for researchers who wish to study the topic. Currently, there is a dearth of research on allyship specifically within the workplace; this chapter can help future researchers identify areas for empirical exploration.