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Institutions have the capacity to constrain and regulate behavior. Social problems and their remedies are not exempt from this reality. Consequently, actors attempting to ameliorate pressing problems must do so within the existing frameworks of acceptable and unacceptable paths toward justice. The current study combines the institutional theory and social movement literatures to highlight how this dilemma affects the resource mobilization process. Elites control resources critical to solving social problems. Yet, they often benefit from the very institutional arrangements that have led to a social problem’s emergence. This contradiction then requires those seeking to alleviate social problems to construct a narrative that will simultaneously entice elites to give without challenging elites’ institutional position. The paper empirically investigates the National Association for the Advancement of Colored People (NAACP) and the United Negro College Fund’s (UNCF) efforts to gain support from the Rockefeller family and its foundations between 1928 and 1954. A comparative historical analysis of correspondence records identifies the critical differences that led to the UNCF receiving millions in support from Rockefeller interests while the NAACP was routinely denied funding.

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Aarhus Kommunes Biblioteker (Teknisk Bibliotek), Ingerslevs Plads 7, Aarhus, Denmark. Representative: V. NEDERGAARD PEDERSEN (Librarian).

The purpose of this study was to investigate the contribution of attitude towards electronic tax system, adoption of electronic tax system and isomorphic forces to tax compliance of small business enterprises (SBEs) in a developing country in a single study.

This study is cross-sectional and correlational. Data were collected through a questionnaire survey of 214 owner-managed SBEs in Uganda through their managers. Data were analysed using Statistical Package for Social Sciences.

Attitude towards electronic tax system, adoption of electronic tax system and isomorphic forces significantly contribute to tax compliance to the extent of 57.4 per cent. Isomorphic forces have a high predictive power of tax compliance as compared with attitude towards electronic tax system. Further, coercive, normative and mimetic isomorphism as constructs of isomorphic forces are significantly associated with tax compliance.

Given that this study was cross-sectional, monitoring changes in behaviour over time was not possible. The results are useful for policy makers and taxpayers in developing countries. These results can also be generalized to other developing countries especially those in Africa and other continents dominated by developing countries.

To the researchers’ knowledge, this is the first study to examine the contribution of attitude towards electronic tax system, adoption of electronic tax system and isomorphic forces to tax compliance of SBEs in a developing country in a single study on the African scene.

In an effort to diversify the nation’s teaching force, the U.S. Department of Education has initiated programs to increase teachers of color in U.S. schools, particularly Black male teachers in subject areas like mathematics. In that Black male mathematics teachers continue to be under researched, particularly in urban school contexts, it was critical that their cases were (1) documented and analyzed in an effort to better understand their experiences and practices, and (2) utilized to inform teacher recruitment efforts. In this chapter, we present the case of Floyd Lee, a Black male mathematics teacher who participated in an NSF-funded research study of Black Algebra 1 teachers teaching in an urban school district. We present experiences that appear to influence his practice and consider how his case, and other cases like Floyd’s, might inform efforts to increase the number of Black male mathematics teachers in U.S. schools.

Bringing renewed attention to the anemic representation of Black women within the teaching profession, this chapter begins by chronicling the history of Black women in teacher education – from the Reconstruction Era to the 21st century – in an effort to highlight the causes of their conspicuous demographic decline. Next, it is argued that increasing the number of Black women in the teaching profession is a worthwhile endeavor although the rationales for such targeted efforts may not be obvious or appreciated by the casual observer. It is, therefore, important to illuminate the multiple justifications as to why it is essential to improve the underrepresentation of Black women in America’s classrooms. Lastly, it is asserted that serious attention is required to reverse the dramatic exodus of Black women from the teaching profession. In conveying this issue, the author shares special emphasis recruiting tactics, for the national, programmatic, and local school district levels, as promising proposals to enlist and retain more Black women in the teaching profession.