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Purpose – The purpose of this chapter is to contribute to the growing academic literature on “post-racial” African American leadership by exploring the election and reelection of Sacramento Mayor Kevin Johnson. Johnson is emblematic of the current generation of young African American leaders: politically moderate, less likely to employ overt racial appeals, and able to assemble a multiethnic political coalition.Design/methodology/approach – This chapter utilizes a combination of semi-structured interviews and multivariate quantitative analysis of an original dataset to reveal both the diversity of the Johnson coalition and the high support for Johnson’s candidacy in Sacramento’s African American community.Findings – Johnson’s case demonstrates the durability of an explicitly moderate, reform-minded, and technocratic coalition and epitomizes the “universalized interest” approach to governance – simultaneously developing strategies to mobilize African American support and formulating public policies to advance group interests while articulating a universalized policy framework.Social implications – On the night that Barack Obama was elected president, Johnson became the first African American, to be elected Mayor of Sacramento. To do so, Johnson assembled a diverse electoral coalition that resembled the Obama coalition. However, this case study demonstrates the unique challenges facing an African American mayor in a majority white city and reveals the continuing importance of race in “post-Obama” urban politics.Originality/value – This chapter utilizes a unique dataset and rigorous methodology for analyzing voting behavior and multiracial coalition formation in American cities. The voter file data analyzed in this study remains an underutilized resource for urban scholars.

This chapter explains how special education is an integral part of the US system of public education; detailing the critical rationale for distinctions and specializations as well as how both general and special education might improve in the future delivery of an evidence-based educational system. Particular attention will be given to the importance of maintaining a structure that protects special education's particular purpose for a specific population, with the conceptual framework that preserving and enhancing special education's special and specialized identity are critical to adequate service delivery for the most vulnerable populations of students, families, and communities.

The Least Restrictive Environment (LRE) requirements of the Individuals with Disabilities Education Act address factors to consider in educating students with and without disabilities together to the maximum extent appropriate. This chapter is designed to examine the origins and evolving interpretations of the LRE concept in special education policy and practice. Discussion traces the evolution of the concept as a legal principle, and reviews its application to educational strategies for students with learning and behavioral disabilities in contemporary schools. In conclusion, the future of the LRE concept is addressed in light of competing policies promoting presumptive inclusive education, and publicly funded school choice programs promoting greater involvement of parents in choosing where their children with and without disabilities should be educated.

Purpose: This chapter will examine and delineate the intersection of social, emotional, and cultural learning with literacy. Shared are promising practices, while encouragement is offered to educators for implementing the discussed practices with fidelity and consistency.

Design: Examined is research to explain the significance and benefits of social, emotional, and cultural learning in literacy. Additionally, promising practices are also identified through the review of existing literature.

Findings: The findings in this chapter indicate that students benefit from curriculum that intersects social, emotional, and cultural learning with literacy.

Practical Implications: Educators should learn how to effectively implement social, emotional, and cultural learning in their literacy classrooms daily. Teacher education preparation programs must examine their curriculum and if needed, revise to include social, emotional, and cultural learning in literacy.

This chapter reviews marketing scholarship on environmental sustainability. The literature covers several themes of both consumer behavior and firm-level topics. Consumer issues include their assessment of efficacy and the extent to which they are aware and sensitive to environmental issues. Numerous interventions and marketing appeals for modifying attitudes and behaviors have been tested and are reported. Consumers and business managers have both been queried regarding attitudes of recycling and waste. Firm-level phenomena are reflected, including how brand managers can signal their green efforts to their customers, whether doing so is beneficial, all in conjunction with macro pressures or constraints from industry or governmental agencies. This chapter closes with a reflection on the research.

This study investigates racial and ethnic patterns in perceived non-adherence among American White, Black, Hispanic, and Asian health care users, using data from a national sample of recent health care users (N=5,124). We estimated multivariate logistic regression models of perceived non-adherence for all respondents and by respondents’ race/ethnicity. The results revealed that Blacks and Hispanics respectively had 39 percent and 36 percent lower odds of perceived non-adherence compared to Whites, but the odds of perceived non-adherence were 91 percent higher among Blacks who reported having experienced racial/ethnic bias in health care when compared to other Blacks. Good physician–patient communication was associated with a 63 percent lower odds of perceived non-adherence among Whites and Hispanics. The results suggest that compared to Whites, Blacks and Hispanics are less, not more, likely to report perceived non-adherence.