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Studies have explored expectations of corporate social responsibility (CSR) among cultures, but findings are mixed. A more nuanced view of cultural dimensions rather than using Hofstede’s aggregate country scores can offer a stronger empirical foundation for studying the effects of culture. Based on two cultural dimensions and Carroll’s four-dimensional model of CSR, the purpose of this paper is to test the relationship between individualistic/collectivistic values and individuals’ expectations of different types of responsibilities (economic, legal, ethical and philanthropic), the relationship between long-term values and individuals’ expectations of different types of responsibilities and the degree of skepticism about CSR related to these values.

This study surveyed panel participants in two countries, South Korea (collectivistic and long term) and the USA (individualistic and short term), chosen because they are at extreme ends of the cultural values continuum. Multi-dimensional aspects of the cultural variables were tested in the samples rather than using national scores as proxy variables for culture. Data were quantitative and various statistical tests including structural equation modeling were used for analysis.

The findings show that horizontal collectivism and the planning dimension of long-term orientation are positively associated with CSR expectations, whereas the tradition dimension of long-term orientation is negatively associated with CSR expectations. In addition, vertical individualism is positively associated with skepticism toward CSR activities.

The differences in types of individual-collectivism (horizontal and vertical) as well as the different aspects of long-term orientation had an effect on the results, pointing to the importance of exploring the nuances of the dimensions as well as the importance of testing them within the sample rather than using aggregated national scores.

Previous studies that used a proxy variable for culture assumed that collectivistic cultures have higher expectations for CSR. While empirically supporting the assumption of the relationship between cultural factors and CSR expectations at the individual level, the study found that people who view themselves as autonomous within a group but accept inequality within the group (vertical individualism) are more likely to be skeptical of CSR activities and suggests that skepticism about CSR may be more closely related to individual viewpoints or to particular contexts or particular corporations rather than to cultural factors, which has implications for international corporate communication.

The purpose of this paper is to examine how varying degrees of media-constructed associations between organizations and their home countries affect audience perceptions of such associations and, subsequently, how recipients attribute crisis responsibility and reputational damage to the home country. Additionally, the paper investigates if pre-crisis country image can buffer negative effects of the crisis for the country.

The authors hypothesize that the strength of actor associations in media reports about crises affects recipients’ cognitive processes of crisis responsibility attribution and, thus, the “direction” of reputational damage (corporation vs country). Empirically, the authors analyze the effects of different levels of actor association in crisis reports (strong actor association vs weak actor association) regarding a Chinese corporation in a one-factorial (between-subjects) experimental design; and the intervening effect of China’s country image prior to the crisis. Participants for the study lived in Switzerland and the USA.

The effect of different actor associations presented in the media on perceived association between a corporation and its home country is confirmed. Furthermore, these varying perceptions lead to significantly different tendencies in people’s ascriptions of crisis responsibility (corporation vs country), and different degrees of reputational fallout for the home countries. Finally, the data did not confirm a moderating effect of pre-crisis country image on the reputational damage caused by the crisis.

The study contributes to the understanding of key factors in the formation of crisis attributions as well as insights for the study of country image and public diplomacy.

It provides a new approach for corporate communication and public diplomacy to analyze the complex interdependencies between countries and internationally visible and globally known corporations, which potentially affect the country’s perception abroad.

Particularly for smaller countries that cannot rely on political and economic power to defend national interests in a global context, their “soft power” in terms of reputation and country image can play a central role in their political, economic, and cultural success.

The paper applies a new conceptual framework and methodology to analyze how both mediated and cognitive associations between different actors influence attribution of responsibility in crises, and how these associations ultimately bear on reputation spillover for the different actors.

This chapter draws from a three-year ethnographic study focused on the educational and community interactions among working- and middle-class ethnic Chinese immigrants in a mid-western town in the United States. Aihwa Ong (1999) argues that “Chineseness” is a fluid, cultural practice manifested within the Chinese diaspora in particular ways that relate to globalization in late modernity, immigrants’ cultural background, their place in the social structure in their home society, and their new social class status in the context they enter. The study extends research focused on the complexities of social reproduction within larger global flows of Chinese immigrants. First, we describe how Chinese immigrants’ social status in their countries of origin in part shapes middle and working-class group’s access to cultural capital and positions in the social structure of their post-migration context. Second, we trace groups’ negotiation of their relational race and class positioning in the new context (Ong, 1999) that is often invisible in the processes of social reproduction. Third, we describe how both groups must negotiate national, community, and schooling conceptions of the model minority concept (Lee, 1996) that shapes Asian-American’s lived realities in the United States; yet the continuing salience of their immigrant experience, home culture, and access to cultural capital (Bourdieu, 2007) means that they enact the “model minority” concept differently. The findings suggest the complexity of Chinese immigrants’ accommodation of and resistance to normative ideologies and local structures that cumulatively contribute to social reproduction on the basis of class.

The purpose of this paper is to examine the role of information context in crisis communication. Previous studies have examined the effectiveness of types of message strategies used during different periods of a crisis. The crisis presented in this case is unusual in that there were no crisis communication strategies used to mitigate it. There was a void where a crisis communication strategy should have been, allowing for critique of what happens when crisis communication is not proactive and strategic.

This is a case study of crisis response developed through participant observation and interviews with key informants, verified through quantitative content analysis of newspaper coverage.

The study found that when issues reported by the media are not tempered by explanation of context from the organization, increasingly negative media frames result, therefore elevating the salience of the issues and the perceived severity of the crisis. When issues are not proactively managed, people outside the organization begin to identify with the side of the issue presented in the media.

The study provides insights into effective crisis communication management by examining the importance of proactive communication for managing public opinion.

The paper describes what happens when proactive communication is not used during a crisis and therefore shows what happens in the absence of effective public relations, when the crisis response is no response at all.

This study is part of a participatory design research project and aims to develop and study pedagogical frameworks and tools for integrating computational thinking (CT) concepts and data science practices into elementary school classrooms.

This paper describes a pedagogical approach that uses a data science framework the research team developed to assist teachers in providing data science instruction to elementary-aged students. Using phenomenological case study methodology, the authors use classroom observations, student focus groups, video recordings and artifacts to detail ways learners engage in data science practices and understand how they perceive their engagement during activities and learning.

Findings suggest student engagement in data science is enhanced when data problems are contextualized and connected to students’ lived experiences; data analysis and data-based decision-making is practiced in multiple ways; and students are given choices to communicate patterns, interpret graphs and tell data stories. The authors note challenges students experienced with data practices including conflict between inconsistencies in data patterns and lived experiences and focusing on data visualization appearances versus relationships between variables.

Data science instruction in elementary schools is an understudied, emerging and important area of data science education. Most elementary schools offer limited data science instruction; few elementary schools offer data science curriculum with embedded CT practices integrated across disciplines. This research assists elementary educators in fostering children's data science engagement and agency while developing their ability to reason, visualize and make decisions with data.

This study aims to illustrate how white supremacy culture can be produced within nonprofit organizations with a mandate to serve marginalized communities and provide practical suggestions for preventing oppression.

The site of inquiry was a nonprofit organization in south central Texas that provides social support to queer and trans youth. Through critical ethnography, the researchers evaluated the organization's processes and structure (including hierarchy, decision-making, fundraising and interactions between leaders, partners and affected groups) to explore how the organization perpetuated attributes of white supremacy culture.

Data reveal that the organization alienates the youth, volunteers and employees through defensiveness, fear of open conflict, paternalism, perfectionism and power-hoarding.

A dearth of research focuses on how white supremacy culture manifests in organizations serving marginalized communities. This paper addresses this gap by focusing on a nonprofit organization in central Texas that supports queer and trans youth. The authors offer recommendations for addressing white supremacy culture in organizations and suggest future research opportunities.

Literature indicates African American parents can feel real or perceived discrimination that strains their interactions with teachers, resulting in them feeling alienated from their children’s school.

This is an exploratory case study of two African American parents, who although guarded in their relationships with teachers, exposed their vulnerabilities to Project ESTEEM faculty as they requested support in resolving behavioral and academic challenges with their children. It is an exploratory case study in that the field notes were taken prior to defining the research question, positioning it as research that sets the stage for a future more comprehensive study. The researchers, as participant observers recorded field notes of events and interactions that occurred. The research question was, “What were the factors that influenced the relationships between the Project ESTEEM faculty and African American Parents? The subquestions were “What were the distinctions of alienation that challenged the parents’ relationships in the schools? and "How were the factors that challenged the parents’ relationships with teachers mitigated in Project ESTEEM faculty’s relationships with the parents?” A constant comparative method was used beginning with open coding, followed by identifying patterns, themes and subthemes reflecting the specific needs of the parents in relationship to the overall theme.

The stories highlight sociocultural contexts influencing the alienation of some African American parents in their children’s education through an analysis of the relationships fostered with Project ESTEEM faculty.

This case study reports the experiences of two parents from one community and school, participating in a specialized program.

The significance resides in the representation of alternate viewpoints in understanding the alienation experiences of African American parents from schools.