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The purpose of this paper is to examine the trust‐related aspect of the work of school principals. The authors' exploratory examination of the Canadian school principals' perceptions of their moral agency and trust‐brokering roles described their establishing, maintaining, and recovering of trust in schools. This article is delimited to the selected perceptions of Canadian principals' regarding the fragile nature of trust in their school settings.

This study used the open‐ended responses from surveys sent to school principals (n=177), who responded to the authors' invitation to complete a survey, as part of a larger study, in the ten provinces and three territories of Canada. The data analyses included theme and cross‐theme analyses.

This study has pointed to the perception that trust‐related matters are an important, yet a fragile, aspect of the work of principals. Principals often have to deal with trust‐related matters, which have caused trustworthiness to be threatened and trusting relationships to be broken. Trust‐related problems contribute to the fragility of trust and frequently seem to pertain to relationships between principal and other administrators, staff members, parents, and students. Most of the time, principals as leaders felt personal responsibility to make sure relationships among all stakeholders were sustained and, if broken, restored. The prevalent belief among participants in the study was that trusting relationships, though fragile and often broken, are subject to the hope of restoration and renewal.

This study provided valuable findings that enhance the understanding of ethical decision making and trust brokering amongst the Canadian school principals. While the discussions of trust and moral agency are certainly present in the educational literature, not much is known about the self‐perceived role of a principal as both a moral agent and trust broker. Moreover, there is perceived need for qualitative studies in the area of trust in educational leadership.

By incorporating senior management's scenarios—alternative stories about the competition, markets, capital investments, new technologies—into the planning process, executives can test and build a consensus on the implicit and explicit mental models of their business.

This chapter provides the structure of an engaging intercultural, out of class, integrative curricular Somali Immersion Experience (SIE) offered to University of Wisconsin-Eau Claire Education Studies majors and nonmajors who are not exposed to many different races, ethnicities, and people from different cultures because of the demographics of Eau Claire.

SIE participants complete 24 classroom hours and a weeklong immersion into the Somali Community of Minneapolis/St. Paul, Minnesota. Critical Race Theory provides the framework for the coursework. Quantitative data is collected via pre- and post-SIE online surveys and classroom assignments. Qualitative data is collected via summative papers and reflective sessions.

The results indicate that participants develop understanding and knowledge of Somali culture, religious practices, life styles and school lives, as well as their performance in teaching, reading, mathematics, and social studies to nonnative speakers of English. The participants’ preconceived notions about Somalians, Muslims, and Islam were based on what they saw portrayed in the media. After the SIE, participants expressed how much knowledge they gained about best practices in English as a Second Language instruction, communicating: “Somalians and Muslims are a peaceful people.” One participant exclaimed “I have learned more in a week than I have learned during my field teaching experience and more than I have learned by taking a semester long class.”

This chapter offers help to individuals and institutions wanting to improve students’ exposure to diversity through domestic immersions.

Identifies key activities that network users can perform in order to use the network effectively. Offers recommended reading, from beginner to expert user status. Explains some commonly used terms (e.g. Turbo Gopher with Veronica!). Lists useful Internet resources.

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.