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Sales and purchases of socially and environmentally responsible festival clothing are a way for festival attendees to engage in ethical consumption and for event organizers to undertake sustainable procurement. Although there have been a number of studies examining willingness-to-pay (WTP), few of them examine this in a festival setting, and there is a gap in existing research regarding the determination of actual behavior. The goal of this study is therefore to explore participants’ willingness-to-pay for apparel based on more external motivations (visible environmental messages) and then ascertain whether this behavior was actually replicated in a natural field setting. This study first collected surveys from 427 festival-goers in 2015, then used a natural field experiment in 2016 to investigate whether attendees at the Mariposa Folk Festival in Ontario, Canada, would actually be prepared to pay a premium for ethical festival T-shirts over a conventional alternative. The findings reveal that attendees not only showed a willingness-to-pay but they also did actually pay a premium for such T-shirts.

This conceptual work synthesizes the experiences of Black men who are collegiate athletes and introduces new theoretical considerations on the formation of their leadership identities in predominantly white institutions. This scholarship focuses on historical understandings of how race and gender influenced the creation of the current Black man in collegiate identity. This work expands on Du Bois' (1903) concept of double consciousness, Fanon's (1952) views on Blackness, and Bertrand Jones and colleagues' culturally responsive leadership learning model (2016). Collectively, the three frameworks highlight the significance of leadership in the development of Black men who are student-athletes. The conclusion includes implications and recommendations for future research as we work to support and develop Black men beyond their athletic identity.

For one merit-based undergraduate scholarship program at Washington University in St. Louis (the University), discovery and dialogue have been essential to the program’s nearly 30-year existence. Named for Dr. John B. Ervin, the first African American Dean at Washington University in St. Louis, the John B. Ervin Scholars Program has attracted, recruited, retained, and graduated over 600 students deemed to exemplify extraordinary commitments to four pillars – scholarship, leadership, service, and diversity. Because the Program’s administrators have cultivated a community grounded in discovery and dialogue, the Ervin Scholars’ resolve to foster a more just and equitable society has deepened over time, perhaps preparing them for this time in which universities, this nation, and our world face crises over race. This resolve has manifested the last few years as Ervin Scholars have responded quickly to racial issues at Washington University in St. Louis and throughout the nation.

With its 30-year foundation, the John B. Ervin Scholars Program continues to develop, nurture, and support young people who advance discovery and dialogue. Drawing on a number of interviews, Program and University publications, and external publications, “A Legacy of Commitment,” the second installment of the Program’s history, demonstrates how the presence, contributions, and achievements of Ervin Scholars have changed Washington University in St. Louis. The Ervin Program has been an important part of the University’s efforts to be more diverse and inclusive, and it will continue to be integral to the University’s current and future plans.