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Building on work that explores the relationship between individual beliefs and ability to recognize discrimination (e.g., Kaiser and Major, 2006), we examine how an adherence to beliefs about gender essentialism, gender egalitarianism, and meritocracy shape one’s interpretation of an illegal act of sexual harassment involving a male supervisor and female subordinate. We also consider whether the role of the gendered culture of engineering (Faulkner, 2009) matters for this relationship. Specifically, we conducted an online survey-experiment asking individuals to report their beliefs about gender and meritocracy and subsequently to evaluate a fictitious but illegal act of sexual harassment in one of two university research settings: an engineering department, a male-dominated setting whose culture is documented as being unwelcoming to women (Hatmaker, 2013; Seron, Silbey, Cech, and Rubineau, 2018), and an ambiguous research setting. We find evidence that the stronger one’s adherence to gender egalitarian beliefs, the greater one’s ability to detect inappropriate behavior and sexual harassment while gender essentialist beliefs play no role in their detection. The stronger one’s adherence to merit beliefs, the less likely they are to view an illegal interaction as either inappropriate or as sexual harassment. We account for respondent knowledge of sexual harassment and their socio-demographic characteristics, finding that the former is more often associated with the detection of inappropriate behavior and sexual harassment at work. We close with a discussion of the transferability of results and policy implications of our findings.

This paper describes a small research project undertaken in a technical college in Qatar on the use of iPads in the classroom. iPads were trialed for a semester each in mathematics and physics classes; students completed pre- and post-surveys. Classroom observations were carried out and interviews were conducted with both faculty (N=3) and students (N=19). Over 80% of students reported positively on the iPad as being “helpful” to “very helpful” for learning new things and course materials, for increasing their interaction with online course materials and getting course information and for exploring additional material related to course topics. Faculty perceptions of iPad use in class were also positive.

New educators may feel overwhelmed by the options available for engaging students through classroom participation. However, it may be helpful to recognize that participatory pedagogical systems often have constructivist roots. Adopting a constructivist perspective, our paper considers three meta-practices that encourage student participation: designing activities, leading others, and assessing peers. We explored the consequences of these meta-practices for important student outcomes, including content knowledge, engagement, self-efficacy, sense of community, and self-awareness. We found that different meta-practices were associated with different combinations of outcomes. This discovery demonstrates the benefit of studying meta- practices so as to reveal the nuanced effects that may arise from pedagogical choices. In addition, an understanding of meta-practices can help leadership educators to be more discerning and intentional in their course designs.

Moral disengagement answers the question of why “good” followers (those with high personal standards) go “bad” (engage in unethical and illegal activities). In moral disengagement, actors set aside the self-condemnation they would normally experience in order to engage in immoral activities with a clear conscience. Moral disengagement mechanisms encourage individuals to justify harmful behavior, to minimize personal responsibility for harm, and to devalue victims. The follower role makes individuals more vulnerable to moral disengagement. While all followers are susceptible to moral disengagement, some are more vulnerable than others due to such personal antecedents as lack of empathy, rigid and authoritarian beliefs, low self-esteem, and fear and anxiety. Retaining a sense of moral agency is the key to resisting moral disengagement. Exercise of moral agency can be encouraged by recognizing personal vulnerability; by never losing sight of the fact that “I” am at the center of any action, and by the on-going practice of self-questioning, such as modeled by the Quakers (Society of Friends).

This paper argues that cultures with the same climate have similar handicrafts as they have similar cultivation and identical raw materials. This study focuses on how mountainous, coastal and hot regions partaking in similar crafts and cultural heritage use palm leaves and analyses the resulting handicrafts' similarities.

A review of mapping these samples establishes this similarity in the traditional industries of some civilizations' cultural heritage from countries sharing similar climates.

The handwoven crafts using palm leaves were significant patrimonial artifacts in different societies' and communities' cultural heritage. Our studies revealed that climate plays an active role in influencing all aspects of humanity’s life. It affects the construction methods and style, agriculture and lifestyles.

Traditional handwoven palm leaf product models, especially plates and baskets, are studied from South America, Africa, Gulf Countries and Asia.

Additionally, this paper focuses on preserving these treasures as an essential part of interior elements as accessories for most inhabitants of these areas.

Cultural heritage also embraces intangible aspects such as skills passed down through generations within a particular society. The tangible and intangible elements complement each other and contribute to an overall legacy.

Cultural heritage reflects a society’s way of life carried down through the years across lands, items, customs and aesthetic concepts. People are the gatekeepers of society, as they preserve their way of life for future generations to emulate. Tangible artistic and cultural heritage comprises artifacts. It comprises all human evidence and expressions, such as traditional handicrafts, pictures, documents, books and manuscripts.

This research focuses on the distinct group of high-status employees commonly referred to as workplace vigilantes, and conceptually investigates how unethical requests by these individuals impact the behavior and attitude of other employees over time using the social identity theory.

For developing a conceptual model, literature from the domains of social identity, organizational behavior and general management was searched through Google Scholar. To search the literature, some key terms such as “unethical activities”, “Islamic work ethics” and “social identity” were searched and analyzed.

Using the social identity theory, a conceptual process model is developed which suggests that when high-status employees propose unethical requests to employees, individuals with high morality are likely to refuse those unethical requests to protect their self-categorizations. However, taking the unfair advantage of their illegitimate powers, high-status employees are likely to eventually make wrong judgments and give unnecessary punishments to moral employees. It is further argued that consistent victimization is likely to negatively impact the social identity of such employees and leads to irritability in moral employees, particularly when such individuals are unable to get the requisite social support from their leaders.

While a considerable body of literature has focused on the antecedents and consequences of intense unethical business practices and the crucial role of leaders in such activities, limited attention has been given to the role of other employees and how they engage in mild unethical misconduct regularly, which is the key focus of this research. The novel conceptual framework needs to be tested in diverse contexts for further development and validation.

Polyvictimization means looking at multiple victimizations of different kinds that one person has experienced. Virtually, all of the work in this field focuses on the effects of childhood trauma and victimization on currently distressed children, and empirical and theoretical work on the intertwining of adult female offline and online abuse experiences is in short supply. Recently, however, some scholars are starting to fill these research gaps by generating data showing that technology-facilitated violence and abuse are part and parcel of women's polyvictimization experiences at institutions of higher education. This chapter provides an in-depth review of the extant social scientific literature on the role technology-facilitated violence and abuse plays in the polyvictimization of female college/university students. In addition to proposing new ways of knowing, we suggest progressive policies and practices aimed at preventing polyvictimization on the college campus.

Work-life flexibility policies (e.g., flextime, telework, part-time, right-to-disconnect, and leaves) are increasingly important to employers as productivity and well-being strategies. However, policies have not lived up to their potential. In this chapter, the authors argue for increased research attention to implementation and work-life intersectionality considerations influencing effectiveness. Drawing on a typology that conceptualizes flexibility policies as offering employees control across five dimensions of the work role boundary (temporal, spatial, size, permeability, and continuity), the authors develop a model identifying the multilevel moderators and mechanisms of boundary control shaping relationships between using flexibility and work and home performance. Next, the authors review this model with an intersectional lens. The authors direct scholars’ attention to growing workforce diversity and increased variation in flexibility policy experiences, particularly for individuals with higher work-life intersectionality, which is defined as having multiple intersecting identities (e.g., gender, caregiving, and race), that are stigmatized, and link to having less access to and/or benefits from societal resources to support managing the work-life interface in a social context. Such an intersectional focus would address the important need to shift work-life and flexibility research from variable to person-centered approaches. The authors identify six research considerations on work-life intersectionality in order to illuminate how traditionally assumed work-life relationships need to be revisited to address growing variation in: access, needs, and preferences for work-life flexibility; work and nonwork experiences; and benefits from using flexibility policies. The authors hope that this chapter will spur a conversation on how the work-life interface and flexibility policy processes and outcomes may increasingly differ for individuals with higher work-life intersectionality compared to those with lower work-life intersectionality in the context of organizational and social systems that may perpetuate growing work-life and job inequality.