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Purpose – For many African American college students, the pursuit of a college education has both rewards and risks. Oftentimes, African American students are faced with the decision to leave the comforts of their home communities in order to realize the American dream through the mechanism of higher education. The majority attend predominately White institutions (PWIs) where successful negotiation of this process not only has academic consequences, but psychological and cultural consequences as well. This chapter examines the psychological and phenomenological experience of African American students at PWIs of higher education.

Design/methodology/approach – The present day manifestation of historical and sociopolitical foundations of exclusion, racism, and discrimination in higher education are explored. There is a focus on how these latter themes relate to “campus culture” and institutions, with implications for psychological coping and educational success. Conclusions also focus on ways to begin to bring about change in this culture.

Findings – The successful negotiation of the collegiate environment, ultimately leading to the awarding of one's degree requires more than just passing classes; matriculation and retention in college also involves engaging one's social and cultural environment as well, particularly outside of the classroom.

Originality/value – As discussions of multiculturalism and inclusiveness in higher education find themselves anchored to abstract and theoretical conceptualization, or linked to an approach which focuses on “numbers” and “percentages” among student bodies, both of these approaches provide little indication that we are ultimately talking about the lived experiences of real people.

The purpose of this paper is to explore women’s experiences of criminal justice systems to inform the development of guidance on working with women.

A two-part, independent samples and qualitative study using semi-structured interviews incorporating both interpretive phenomenological analysis and thematic analysis was conducted. In Study 1, semi-structured interviews were conducted with six women on probation in the community and data were analysed using interpretative phenomenological analysis. Interviews in Study 2 were conducted with seven women in custody with data analysed using inductive-deductive thematic analysis. The applicability and expansion of Study 1 themes was then explored.

Seven emergent themes indicated relational approaches to offender management may improve experiences of judicial systems for female offenders and for their probation officers. This approach may help prevent common systemic issues from perpetuating negative interactions between these groups. Specific suggestions for developing relational security and consistency of care within these relationships are provided.

Taking a relational approach to female offender management may help remedy some of the systemic difficulties faced by female offenders and their probation officers.

By focussing on the experiences of women screened in to the offender personality disorder pathway this study provides insight as to how this service can assist in the development of relational security between probation staff and their clients.

Storytelling is one of many instructional strategies used in leadership education with the promise of providing transformative learning through individual and communal meaning-making. In this application manuscript, we offer examples and discussion of how learners identify storytelling in course design and approach, and their perception of its impact in classroom experiences. We present two undergraduate leadership courses at our former respective institutions and reflect on how learner insights about storytelling can inform future course design and delivery. Framing teaching and learning as a relational enterprise, storytelling can facilitate purposeful, inclusive, ethical, and process-oriented learning when used as an instructional strategy. Additionally, our reflection provides leadership educators with a broader view of the responsibilities incurred when using storytelling and offers strategies to build trust and community in classroom spaces.

This paper considers the concept of risk as applied to an understanding of the nature and changing relationship between social welfare and youth in the United Kingdom. The paper begins by drawing on the sociological work of Ulrich Beck (1992) in order to examine how changes in modern society have led to what has been coined the “risk society”. An assessment is then made of historical narratives of social welfare which positioned younger individuals in society. Attention then focuses on an examination of neo‐liberalism in contemporary times as a key feature of the “risk society” and the recasting of the state, welfare agents and younger people. In particular, the paper observes the rise of managerialism and consumer narratives that are central to neo‐liberalism and management of social welfare yet are indicative of risk. The article concludes by arguing for an interface between risk and a critical sociology of youth.

Individuals being treated in medium secure hospitals have typically engaged in some form of offending in other service settings or while in the community. Although psychological treatment for addressing such behaviour in medium secure hospitals is beginning to be developed, at present there is a lack of evidence of ‘what works’. This paper reports a review of the type and level of offending behaviour engaged in by those in a single medium secure service, including the conviction histories for such behaviours and the psychological approaches to risk reduction and offending behaviour taken in medium secure hospitals in England and Wales. The need to develop an evidence base for psychological treatment in medium secure services including at the individual level is clearly indicated.

The purpose of this paper is to examine young learners’ attitudes towards enterprise education within the context of a university led initiative to construct a sustainable framework which benefits identified stakeholders.

The research used self-completed questionnaires with 117 business studies students in Stages S4-S6 from secondary schools across Dundee and business students from Years 1-4 at one university in Dundee, Scotland.

The research reveals that respondents positively engage with enterprise education and felt that their project management, creative thinking, communication skills and confidence were enhanced by the activity of real-world business challenges. The findings support the notion that an enterprising spine embedded in the academic curriculum better equip the learner with the necessary hard and soft skills required for the employment market but not necessarily to be entrepreneurial.

A limitation of this research was the sample size, which although representative of the pupil and student cohorts associated with the various stages of education being studied at the particular time of data collection, and is suitable for an exploratory study, the research would have benefited from being both larger and complimented by more of a qualitative component beyond the inclusion of open-ended questions.

As an exploratory study which informs a wider comparative study into enterprise education, the research examines learner’s perspectives and the measures they feel are required for effective engagement with enterprise education activities in schools and universities. The findings should assist education providers to deliver a better learning experience and the learners with improved enterprising and social skills, particularly the building of confidence.

As an exploratory study which informs a wider comparative study into enterprise education, the research examines learner’s perspectives and the measures they feel are required for effective engagement with enterprise education activities in schools and universities. The findings should assist education providers to deliver a better learning experience and the learners with improved enterprising and social skills, particularly the building of confidence.

The research should prove useful to educational establishments who are considering the implementation of, or further engagement with, enterprise education and involvement with the business community and how such activities impact on their learners.

This chapter focuses on community and social group networks. All six facets of knowledge networks are described. The importance of three of the six facets is called out, including geography, domain, and the messages exchanged across the network. The authors provide profiles of five networks, including family networks, neighborhood networks, issue and support networks, community organization networks, gangs and criminal networks, and sports and gaming networks.