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This chapter explores the impact of context on the teaching of a multicultural teacher education course and illustrates what can be learned through partnering self-study methodology with discourse analysis. The study described in this chapter draws on data collected at two teacher education institutions with different student demographics in two different states in the United States. By drawing on methods of discourse analysis, we explore how the differences between two classes manifested in response to a set of class readings on race and racial stereotyping in schools. Specifically, we look closely at the discursive resources available in each location to talk about issues of race and racism. Through partnering discourse analysis and self-study methodologies, we uncovered deep-seated assumptions held by each of us that resulted in a reification of issues of race and class in ways that surprised and troubled us.

Drawing on empirical research which incorporated biographical interviews with two older male perpetrators, this chapter develops theoretical conceptualisations of the histories, experiences and motives of these men. Four key areas are highlighted, which will be subject to closer scrutiny in relation to extant literature: (i) gender, particularly notions of masculinity, power and entitlement; (ii) attitudes relating to the use of violence both within intimate relationships and generally (iii) critical junctures in the life course which triggered attempts to desist; and (iv) an exploration of maturation and completion of treatment programmes in relation to their use of violence, future risks and efforts towards desistance.

Scholars of race and work have shown that social categories shape how individuals interact with coworkers and clients. Social categories also inform the creation of roles within an organization when nonwhites are hired to interact with other nonwhites. This study examines these roles, or racialized labor, and illustrates how racial categories govern organizational behavior. By studying immigrant-serving providers at a range of nonprofits, this chapter shows how the assumed relationship between racial category and knowledge is evidence of ethnoracial logics, or the practice of using racial categories to organize work because of assumptions about the inherent racial ethnic knowledge an employee possesses. To make the case for these logics, the chapter draws on ethnographic fieldwork and in-depth interviews with Latino, Latina, and White nonprofit professionals to show how expertise is developed and differentiated along racial lines.

This article analyzes a classroom project that integrated desktop documentary making with an educational foundations course in order to foster empathetic development in pre-service teachers toward unfamiliar cultural groups. The project required each tertiary student in the course to create a desktop documentary about the school experience of a cultural group with which they did not immediately identify with. The findings indicate that half of the students in this project displayed empathetic development with regard to their chosen topics, using their encounters with imagery and stories to link their world with that which was unfamiliar. Additionally, as a result of the compositional process, several students became advocates for their assigned cultural group, carrying this sentiment with them as they progressed to become teachers. Implications of this study, including possible approaches toward improving this project’s effectiveness in achieving its aims, are discussed.

This chapter examines the selling practices of street vendors at a popular weekend market in Washington, DC. I discuss the role of social and moral norms in vendors' behavior toward one another, customers, and their work. Vendor success in this marketplace over the long term is influenced not only by their products and sales skills, but also by their understanding and acceptance of an ethical framework partly shaped by stories they tell about each other. As such, this study illustrates the embedded nature of sellers in marketplaces, as opposed to theoretical notions of how abstract individuals are supposed to act in a decontextualized “market.” Furthermore, stories that arise from encounters between vendors and customers add value to the products people buy. Objects in this marketplace, then, gain value not only through the interaction of supply and demand, but also through buyer and seller interaction, which provides a narrative base for future communication.

This paper aims to describe a recently proposed algorithm in terrain‐based cooperative UAV mapping of the unknown complex obstacle in a stationary environment where the complex obstacles are represented as curved in nature. It also aims to use an extended Kalman filter (EKF) to estimate the fused position of the UAVs and to apply the 2‐D splinegon technique to build the map of the complex shaped obstacles. The path of the UAVs are dictated by the Dubins path planning algorithm. The focus is to achieve a guaranteed performance of sensor based mapping of the uncertain environments using multiple UAVs.

An extended Kalman filter is used to estimate the position of the UAVs, and the 2‐D splinegon technique is used to build the map of the complex obstacle where the path of the UAVs are dictated by the Dubins path planning algorithm.

The guaranteed performance is quantified by explicit bounds of the position estimate of the multiple UAVs for mapping of the complex obstacles using 2‐D splinegon technique. This is a newly proposed algorithm, the most efficient and a robust way in terrain based mapping of the complex obstacles. The proposed method can provide mathematically provable and performance guarantees that are achievable in practice.

The paper describes the main contribution in mapping the complex shaped curvilinear objects using the 2‐D splinegon technique. This is a new approach where the fused EKF estimated positions are used with the limited number of sensors' measurements in building the map of the complex obstacles.

The scope of this undertaking is to categorize that sector of the environment affecting managerial decision making that makes up the “legal environment.” The term legal environment encompasses the federal and state legislative and regulatory powers, plus the common law or court‐developed law that impacts an organization's domain. I have set out to divide the project into three chapters with each chapter emphasizing a major regulatory impact on corporate direction; some predictable, some unpredictable. Moreover, predictability will be dealt with as to controlling the legal environment. Historically, the legal environment crosses over two of the sectors: the government sector, city, state, federal laws and regulations, the court system, and political processes; the sociocultural sector, affirmative action, Title VII of the 1964 Civil Rights Act, values, beliefs, etc. Certain regulatory powers were anticipated by the frames of the Constitution in order to maintain a system of prosperity and strength. However, many of our regulatory agencies have come into being at the behest of the very industries that are regulated, such as antitrust. Furthermore, many of the regulatory laws came about due to the negligence of the business community in not self‐regulating and thereby permitting intolerable conditions for the sociocultural sector.

Presents a special issue, enlisting the help of the author’s students and colleagues, focusing on age, sex, colour and disability discrimination in America. Breaks the evidence down into manageable chunks, covering: age discrimination in the workplace; discrimination against African‐Americans; sex discrimination in the workplace; same sex sexual harassment; how to investigate and prove disability discrimination; sexual harassment in the military; when the main US job‐discrimination law applies to small companies; how to investigate and prove racial discrimination; developments concerning race discrimination in the workplace; developments concerning the Equal Pay Act; developments concerning discrimination against workers with HIV or AIDS; developments concerning discrimination based on refusal of family care leave; developments concerning discrimination against gay or lesbian employees; developments concerning discrimination based on colour; how to investigate and prove discrimination concerning based on colour; developments concerning the Equal Pay Act; using statistics in employment discrimination cases; race discrimination in the workplace; developments concerning gender discrimination in the workplace; discrimination in Japanese organizations in America; discrimination in the entertainment industry; discrimination in the utility industry; understanding and effectively managing national origin discrimination; how to investigate and prove hiring discrimination based on colour; and, finally, how to investigate sexual harassment in the workplace.

There is growing recognition of the importance of educator diversity. The purpose of this paper is to examine the production, placement and employment of school leaders as assistant principals, principals and school leaders in Texas by the intersection of race/ethnicity and gender over 23 years.

This is a quantitative study that employs multilevel logistic regression analysis to examine using 25 years of educator employment data from Texas.

The authors find descriptive evidence of an increase in diversity of school leaders driven by a decreasing percentage of white men educators and an increasing percentage of Latina educators. Important differences, however, emerge when examining assistant principal vs principal positions, particularly with respect to the odds of being hired. The authors find black male and Latino educators are more likely than white male educators to be hired as an assistant principal but are less likely than white male educators to be hired as a principal. Women educators, regardless of race/ethnicity were less likely to be hired as assistant principals or principals relative to white male educators. Women of color had the lowest odds of being hired in any position relative to white male educators. With respect to school leader preparation program accountability, the authors find few program characteristics associated with placement and differences between programs explained very little of the variation in placement rates, bringing into question efforts to hold programs accountable for such outcomes.

A longitudinal examination of racial/ethnic and gender intersectionality over 25 years is a unique contribution to the study of inequitable access to school leadership positions.

The purpose of this paper is to use exchange rate theory to compare how white-collar offenders and property offenders rank the severity of various correctional sanctions.

The authors use survey data from 160 inmates incarcerated for white-collar and property crimes in a Midwestern state to compare how white-collar inmates differed from property inmates in ranking the goals of prison and the punitiveness of prison as compared to other alternatives.

White-collar offenders were no different than property offenders in terms of their assessment of the punitiveness of prison compared to the punitiveness of the four sanctions under consideration here. White-collar offenders were significantly more likely than property offenders to believe that the goal of prison is to rehabilitate rather than deter individuals from further crime.

Because the authors defined white-collar offenders by their crime of incarceration, they may have captured offenders who are not truly white-collar offenders. Focusing on offenders who were in prison did not allow them to fully examine whether similarities between white-collar and property offenders can be attributed to adjustment to prison or some other variable.

Alternative sanctions may be useful in punishing white-collar offenders in a less expensive manner than prison. Results suggest white-collar offenders may be more amenable to rehabilitation than property offenders and may not experience prison much differently than other types of offenders.

This research is important because it is the first of its kind to compare white-collar offenders’ views about the punitiveness of prison and the goals of incarceration with those of property offenders.