There has been a substantial increase in research concerning the identification and support of twice exceptional students. However, much of the scientific and theoretical…
There has been a substantial increase in research concerning the identification and support of twice exceptional students. However, much of the scientific and theoretical literature exclude the experiences and perspectives of twice exceptional African American students. This chapter focuses specifically on the experiences and needs of twice exceptional African American students, including those challenges around identification and navigating the school environment. In this chapter, the authors also discuss how school counselors may use a group counseling intervention to help twice exceptional African American students achieve healthy identities (i.e., race, giftedness, disability) needed to achieve their educational goals.
There has been a substantial increase in the number of successful African Americans. However, many students, especially African American males, continue to encounter…
There has been a substantial increase in the number of successful African Americans. However, many students, especially African American males, continue to encounter numerous academic obstacles. This chapter focuses on the factors (e.g., social, academic, personal, and familial) that African American males often have to navigate throughout their PreK-12 schooling. Hindrances, such as poverty, lack of academic readiness, poor school experiences, teacher quality, and peer influences, often negatively impact the academic progress of these students and their access to higher level or gifted instruction. In this chapter, the authors discuss strategies that best counter these factors and support and supplement gifted black boys’ educational experiences. Additionally, educational practice and policy recommendations are provided.
Field theory is waxing in the sociology of science, and Pierre Bourdieu’s work is especially influential. His characterization of field structure and dynamics has been…
Field theory is waxing in the sociology of science, and Pierre Bourdieu’s work is especially influential. His characterization of field structure and dynamics has been especially valuable in drawing attention to hierarchical and center-periphery relations in science and technology, and to the stability and reproduction of science and technology practices. What field theory does less well, however, is to capture the existence of multiple (including marginal) logics around a given sociotechnical object. Nor does it capture the dynamics of a specific logic of neoliberal capitalism in the US: the cultural and economic value of entrepreneurship that emphasizes the continual reconfiguration of social relations, which has its roots in a longer US history of progress-through-reinvention, and is abetted by new technologies designed to continually “update” and remix. Much better at capturing these qualities, we argue, is an institutionalist theory in which dynamism, not stasis, is foregrounded, and there is room for multiple, contradictory, and non-cognitive logics to co-exist. Using the expansion of “alternative nutrition” in the US, we show that its formation took place via the conjunction of parallel streams of social action that encompassed diverse logics and encouraged creativity and hybridity. More generally, variability in field stability and qualities, not static fields, deserve analytic attention.
Identifies where status and identity processes converge in social interaction and when one process may become more consequential than the other.
Drawing upon existing experimental data, we illustrate how affect control theory and status characteristics theory make seemingly contradictory predictions in certain limited interactions and propose a theoretical framework to potentially reconcile these differences.
Three pivot points are identified at which status and identity processes meet and then one of the processes more strongly predicts interaction outcomes.
The chapter represents a starting point for future research examining situations where status and identity processes converge.
We suggest ways to empirically test related claims made by both theories in an array of circumstances.
The problem of how to weight technical expertise is familiar to anyone concerned with the design and implementation of company job evaluation schemes, and nowhere is this…
The problem of how to weight technical expertise is familiar to anyone concerned with the design and implementation of company job evaluation schemes, and nowhere is this problem more acute than in Research and Development (R & D) departments. Here, typically, there are large numbers of highly qualified technical specialists who both deserve and demand promotion on the basis of their technical contribution. Yet, because technical staff have relatively few of the kind of responsibilities which carry high weighting on most job evaluation schemes, they rarely warrant higher grading on conventional criteria. And where they are promoted, their excellence as scientists wins them promotion into research management. In a recent study conducted by the author, concerning the reasons why R&D staff in a large UK company sought posts elsewhere in the organisation, the belief that promotion was easier to get outside R&D was one of the most important factors. A dual ladder system may offer a partial solution to this problem. By a dual ladder is meant the establishment of two parallel hierarchies within R & D: a management ladder and a ladder for technical specialists. The two ladders carry different responsibilities but equivalent rewards and status. In theory, at least, a distinction is made between responsibility for resources, located on the management ladder, and responsibility for technical merit, located on the technical ladder.
The field of behavioral business ethics has come a long way since its inception nearly five decades ago. Pioneered in part in response to a number of high-profile…
The field of behavioral business ethics has come a long way since its inception nearly five decades ago. Pioneered in part in response to a number of high-profile corporate scandals, the early field of business ethics was thought by many to be a fad that would recede along with the salience of the scandals of the day. Yet, this could not have been further from the truth. The need for behavioral business ethics research remains ever-present, as evidenced by the sustained number of scandals and unethical behavior within and by organizations. Moreover, research in this area has burgeoned. In the 1980s, only 54 articles had been published on this topic (Tenbrunsel & Smith-Crowe, 2008); today, a similar search yields over 3,000 “hits.” In light of the area’s growth, we suggest the need to take a look back at the seminal work that sparked social scientific work in the field. In particular, this chapter has two main objectives. First, we provide a review of select foundational work. In so doing, we identify some of the key trends that characterized early knowledge development in the field. Second, we draw on this historical context to consider how past trends relate to current work and speak to future research opportunities.
Rural students encounter challenges such as the achievement gap; racial inequality; little or no college counseling; higher rates of poverty; limited accessibility to…
Rural students encounter challenges such as the achievement gap; racial inequality; little or no college counseling; higher rates of poverty; limited accessibility to college preparatory courses; and recruitment and retention of quality teachers. Moreover, Black males tend to experience the same issues; however, there is a dearth of literature around this population in rural areas. The authors describe the implications of the unique intersection of Black males in rural settings and discuss the unique challenges and opportunities presented. Specifically, academic achievement, college and career readiness, and access to employment and higher education for Black males are highlighted in this chapter. The authors provide recommendations on research and practice for educators to best serve Black males in rural settings.
This chapter presents findings from a qualitative study focused on the strategies that two marginalized seventh graders used as they completed an Internet inquiry project…
This chapter presents findings from a qualitative study focused on the strategies that two marginalized seventh graders used as they completed an Internet inquiry project about survival.
The participants spent time over a four-week period in three phases – selecting a topic, locating information, and presenting information. Participants completed journals and participated in interviews. The participants’ online searches and how they organized their presentations were recorded. The researcher took field notes. These four data sources were used to determine subcategories in each phase to document the strategies they employed as they completed the project.
Participants used phrases and questions as they decided on key words to locate information. The majority of the sites they visited ended in the .com domain. They used different web browsers and spent varied amounts of time reading websites once they decided on key words and selected sites. Each participant approached the project uniquely and met the requirements to complete it.
This study suggests that students in self-contained resource classes engage with online content in sophisticated ways but that they still need support from teachers to optimize their learning.
Studies like this add to a body of research offering thick descriptions of teachers and students work together. In addition, this chapter derives value from the fact that it was conducted by a classroom teacher and therefore offers a unique perspective on the classroom as a learning environment as well as a site of inquiry.