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We examine the effect of orphan status on school enrollment in Zimbabwe, a country strongly impacted by the HIV/AIDS pandemic with a rapidly growing population of orphans. Using data from 2002, after controlling for other determinants of enrollment we find that orphans are less likely to attend school than non-orphans. Two additional results have implications for targeting: we find that the effect of being an orphan is especially large for older children and that, after controlling for previous education, the effect of being an orphan on school enrollment sharply declines.

Black slavery and white racism in the South and the nation, de jure and de facto Jim Crow, Brown v. Board of Education (1954), which outlawed separate schools, “massive resistance” to it (Klarman, 1994, p. 82), plus racial disparities in educational achievement since 1954, all frame this narrative of black males' quest for higher education. Bondmen were denied literacy and black freemen rarely attended school, much less pursue advanced study, during the antebellum period. Union victory in the Civil War, abolition of slavery with the Thirteenth Amendment (1865), and Reconstruction marked the rise of not only Negro schools and colleges but also southern share cropping, called “the new slavery” (Du Bois, 1935, p. 715), and epidemic violence against blacks that imposed their disfranchisement and segregation, by laws and customs, until the 1960s. Thus African American males sought collegiate and professional training in a national milieu of white supremacy, which postulated black men's mental and moral inferiority but ignored their widespread poverty, separation, and unequal opportunities. Confined in historically black colleges and universities (HBCUs), they breached the color-line little by little at white institutions, thereby paving the way for Brown, the civil rights movement, and desegregation. In the second half of the 20th century, HBCUs and the majority-white institutions trained increasing numbers of black male graduates and professionals. By 1980 though, only some 11 percent of young black men had received 4 years of college compared to 25.5 percent of young white men (Jaynes & Williams, 1989). An “achievement gap” was evident and it persists today (Lee, 2002, p. 3), revealing the deep roots of race and class inequality in America. White racism, its legal and extralegal forms, and black aspirations and efforts underlay and continue to fuel black men's drive for higher learning. Over time black men, and certainly women as well, faced racist structures, ideologies, and attitudes born of slavery; sub-citizenship, stereotypes, and terror, among other barriers, through a century of Jim Crow; and after Brown, ongoing discrimination, socioeconomic disadvantages, and ambiguous “affirmative action” policies (Jaynes & Williams, 1989, p. 376).

The overall aim of this chapter is to investigate whether the notion of cultural value can have utility as a context for urban and regional development strategies. It does this by proposing a conceptualisation of ‘cultural assets’ that encompasses both tangible and intangible resources, as well as resources existing and yet to be created. The purpose of the conceptualisation is to establish a framework within which we can better understand how cultural value might be activated or generated in urban and regional areas and so become a context for developmental strategies. Importantly, this paper also sets out to provide further insight into the notion of cultural value itself, particularly in relation to matters of definition, and the notion's utility in other areas of theory and practice.

This chapter reviews previous research on allyship: non-minority individuals who choose to support minorities while working to end discrimination and prejudice. In particular, the focus of this chapter is on how allyship applies to the workplace. We argue that allyship can be a diversity management tool to help reduce workplace discrimination.

To explore this topic, we conducted a literature review on allyship in the workplace and synthesized previous research together. We examined research from both organizational and non-organizational settings.

Our review of previous literature is divided into three sections. First, we discuss what all entails allyship, including knowledge, communication, and, in particular, action. Next, we discuss the many outcomes previous research suggests comes from allyship (including benefits to other individuals, benefits to the overall culture, and benefits to the ally him or herself). Finally, we conclude with a discussion of who is likely to become an ally as well as the journey a person goes through to become a true ally.

This chapter can be useful for practitioners who wish to promote allyship within his or her workplace. Organizations that want to strengthen their diversity and inclusion climate can consider developing ally training programs and promoting ally culture. Additionally, this chapter can be useful for researchers who wish to study the topic. Currently, there is a dearth of research on allyship specifically within the workplace; this chapter can help future researchers identify areas for empirical exploration.

Partnerships between public schools and institutions of higher education provide teachers with opportunities for leadership. Teachers at the University of Wyoming (UW) Lab School belong to a community of learners and leaders partnering with the UW’s Education College. In this school–university partnership, a strong culture endures in which teachers are viewed as leaders supporting the preparation of future educators and embracing active involvement in the school community. Professional development practices are implemented through the partnership to enhance teacher leadership skills. This chapter explores how professional learning communities, school learning walks, and co-teaching strategies support lab school teacher leaders as learners and change agents.

Through scholarly personal narrative (Nash, 2004), this chapter outlines a multifaceted approach to creating safer brave spaces for queer and trans students within a predominantly Hispanic-serving, public research university with a mainly commuter student population in South Florida. All spaces require courageous acts of authenticity on the part of its occupants. Thus, the creation of safer brave spaces is acknowledged as a practice since safety is an ideal to be worked toward especially for those with less power and privilege, such as queer and trans people as opposed to straight and cisgender people. Experiences of heterosexism and cisgenderism are positively associated with psychological distress among queer and trans college students (Goldberg, Kuvalanka, & Black, 2019; Sue, 2010; Woodford, Kulick, Sinco, & Hong, 2014). Research suggests empowerment and the acquisition of power is a positive coping mechanism for resisting and overcoming experiences of heterosexism and cisgenderism (Mizock, 2017; Nadal, Davidoff, Davis, & Wong, 2014; Todoroff, 1995). Administrators are called upon to mindfully create spaces that empower queer and trans students. Quick tips throughout the chapter highlight that queer and trans students should be given opportunities to determine their own risks, choose their own mentors, create their own spaces, have their own voices centered, realize their own solutions, fail and learn from setbacks, and deconstruct systems of power. At the University level, administrators should work to educate and change policies that further support students' opportunities to courageously exist and persist authentically in spaces across the university as a whole and not just in designated centers.

Purpose – To outline new research on the ways in which older athletes incorporate drinking practices into their social and sporting identities. Drawing on research with older Australian athletes, the chapter asks us to re-imagine the sport–alcohol nexus to include new sites and subjects that can shed light on wider articulations of the pleasurable and problematic relationships between sport, alcohol and social identity.

Design/methodology/approach – In the first part of the chapter, key themes in sport and ageing research are discussed. In the second, issues of alcohol, older age and sporting identities are considered, drawing on research at the 2017 Australian Masters Games. This sets the scene for a fuller discussion and analysis of some of the missed opportunities in alcohol and sport research, and their implications for sport and social policy, health promotion and social care more broadly.

Findings – The chapter reveals several under-developed opportunities in a broader research agenda on sport and alcohol, including the role alcohol plays in conferring membership and belonging to the sporting communities of older athletes. The chapter suggests that a recalibration of popular understandings of sport, ageing and alcohol – both as separate and as inter-related concerns – may provide an opportunity for addressing wider social concerns with ageing more broadly.

Research limitations/implications – Discussion of ageing and alcohol, through the lens of sport, has important implications for an analysis of drinking practices and in sport, and for sport and social policy, health promotion and social care.

In May 2012, nine men from the Rochdale area of Manchester were found guilty of sexually exploiting a number of underage girls. Reporting on the trial, the media focussed on the fact that eight of the nine men were of Pakistani origin, while the girls were all white. It also framed similar cases in Preston, Rotherham, Derby, Shropshire, Oxford, Telford and Middlesbrough as ethnically motivated, thus creating a moral panic centred on South Asian grooming gangs preying on white girls. Despite the lack of evidence that the abuse perpetrated by some Asian men is distinct from male violence against women generally, the media focus on the grooming gang cases has constructed a narrative in which South Asian men pose a unique sexual threat to white girls. This process of ‘othering’ South Asian men in terms of abusive behaviour masks the fact that in the United Kingdom, the majority of sexual and physical abuse is perpetrated by white men; it simultaneously marginalises the sexual and domestic violence experienced by black and minority ethnic women. Indeed, the sexual abuse of South Asian women and girls is invisibilised within this binary discourse, despite growing concerns and evidence that the men who groomed the young girls in the aforementioned cases had also perpetrated domestic and sexual violence in their homes against their wives/partners. Through discourse analysis of newspaper coverage of these cases for the period 2012‒2018, this paper examines the British media's portrayal of South Asian men – particularly Pakistani men – in relation to child-grooming offences and explores the conditions under which ‘South Asian men’ have been constructed as ‘folk devils’. It also highlights the comparatively limited newspaper coverage of the abuse experiences and perspectives of Asian women and girls from the same communities to emphasise that violence against women and girls remains an ongoing problem across the nation.

This chapter is building conceptual background of psychological risk for international tourists. Drawing on Place Attachment Theory, Moral Disengagement Theory, Followership Theory, Job Demands-Resources, Acculturation Theory and Goal Progress Theory of Rumination, this chapter proposes a framework of psychological risks with six psychological risks that tourists could encounter in foreign destination: destination detachment risk, moral disengagement risk, risk of false risk assessment, burnout risk, risk of loneliness and risk of rumination. High destination detachment could lead tourists to behave less environmentally friendly, while high moral disengagement could lead tourists to behave less ethically friendly. Followership to the influencers in social media could lead tourists to engage in risk-taking behaviours and false risk assessment, leading to burnout risk, risk of loneliness and risk of rumination, where negative autobiographical memory is created and forming memory-related distress when they arrive homes. Place detachment and moral disengagement risk local environmental and social health, while burnout, loneliness and rumination pose risks for the tourists' psychological health. Several studies propose suggestions for the destination manager and tourists to manage the risk effectively and adequately, including place attachment and moral engagement campaign, careful travel planning and social support.