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This study examines employees' metacognitive cultural intelligence as a moderator in the relationship between leader-member exchange (LMX) and employees' subjective well-being.

We tested the conceptual model using regression analysis from a sample of 462 migrant workers in Australia.

The results demonstrated that employees' metacognitive cultural intelligence moderated the relationship between LMX and employees' subjective well-being in such a way that the effect was stronger among those employees with lower levels of metacognitive cultural intelligence.

The cross-sectional design, with self-reporting at one point in time, could affect a causal relationship among variables, although each relationship was built on strong theoretical perspectives. However, prior research emphasizes that a single source is not considered to be an issue when interactions are examined.

One way to improve metacognitive cultural intelligence for global leadership effectiveness could be through the introduction of diversity and cross-cultural training, such as didactic programs provided either in-house or by external institutions.

Drawing on Conservation of Resources theory, this paper contributes to the literature by demonstrating that employees' metacognitive cultural intelligence is a boundary condition that alters the strengths of the LMX–subjective well-being relationship.

This paper aims to explore challenges and opportunities associated with young carers' employment in Australia.

Using a multi-stakeholder approach, this study captures the reflections of stakeholders (n = 8) and young carers (n = 10) about opportunities for, and experiences of, paid employment for young carers.

Despite many organisations internationally increasingly pushing diversity agendas and suggesting a commitment to equal opportunity experiences, this study found that young carers' work opportunities are often disrupted by their caring role. For young carers to be successful in their careers, organisations need to provide further workplace flexibility, and other support is required to attract and retain young carers into organisations and harness their transferrable skills for meaningful careers.

The paper highlights important implications for human resource management practitioners given the need to maximise the participation of young carers as workers, with benefits for young carers themselves, employers and society.

The research adds to the human resource management and work–family conflict literature in examining young carers through drawing on Conservation of Resources theory to highlight resources invested in caring leads to loss of educational and work experience resources. This leads to loss cycles and spirals, which can potentially continue across a lifetime, further contributing to disadvantage and lack of workplace and societal inclusion for this group of young people.

The purpose of this paper is to analyze the networks that form around an organizational crisis and identify the most predominant frames communicated by the traditional media and other social media users.

Through the systematic analysis of 3,000 tweets, this study utilized the social analysis method to map and measure how crisis information spreads through social media as well as a content analysis to identify the type of frames being communicated online immediately following a crisis.

The results of this analysis show that the media were the most active and influential sharers of information following Chipotle’s E. coli crisis. This information shaped the frame of the story, which focused on the hazard components involved in the crisis and the outrage of the organization’s publics. Consequently, stakeholders framed the situation as an issue of policy due to poor food handling procedures.

This study also reaffirms the important presence of traditional media organizations as the originators of information in a crisis. Furthermore, the findings demonstrate how Twitter can serve as a framing tool for an organization’s stakeholders. Communication managers and professionals can use the methods in this study to gauge public sentiment and obtain information that can be used to shape their consequent crisis management efforts.

Findings from this study reveal that as awareness of an issue spreads, stakeholders will quickly turn to social media to obtain and share information, as well as communicate about the issue with other social media users. This study demonstrates how the SNA method can be used to develop theory, in the realm of social media and online communication and provide guidance for professionals crafting their communication.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

The findings provide information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

The purpose of this paper is to shed light on the role of libraries as community institutions by reflecting on the experience of the Ferguson Municipal Public Library (FMPL), Missouri, USA, during the time of social unrest in the summer of 2014. The research explores the traditional and non-traditional roles of libraries during times of social unrest while focusing on relevant areas of crisis management preparedness and competencies necessary during crisis.

The study adopts a qualitative approach in investigating the research problem and uses the case study method to collect relevant data.

This paper reports on the experience of the FMPL staff during this time. Their experience of what happened, how they dealt with it, and what their expectations were after the crisis are all documented.

Several scholars have studied how public libraries respond to disasters, yet little is known about whether public libraries proactively engage in community-wide disaster planning, and if so, what is the nature of those partnerships.

The cone of uncertainty (COU) warning graphic has created confusion for people trying to make evacuation and safety decisions. The purpose of this research was to create several alternative tropical cyclone graphics and present them to the public and college students via face‐to‐face surveys and polling.

Surveys depicting hypothetical landfall scenarios were administered in Pensacola and Jacksonville, FL. Respondents ranked five graphics in order of preference, and were encouraged to discuss their rankings. Following this initial field research, the most popular graphic of these five was compared to a graphic resembling the one used by The Australian Bureau of Meteorology. Comments were recorded for respondents favoring or disliking the Australian graphic in two separate analyses. A final graphic emphasizing post‐landfall hazards was also created as a suggestion for future research and evaluated directly against the most popular graphics from field research.

A graphic called the color‐probability‐cone was the most popular graphic in field research. There were subtle differences in graphic preference resulting from age and gender influences, with only one significant result. Comments from subsequent analyses reveal that the Australian graphic causes mixed reactions. A final analysis with a larger sample of college students revealed that the color‐probability‐cone was the most popular choice; however, comments reveal that many respondents who had used hurricane graphics before liked the specificity presented by the Australian graphic and the hazards graphic.

This research represents a possible initial step in the process of establishing a tropical cyclone warning graphic that is informative, visually appealing, and effective.

Climate hazards in the form of cyclones are projected to become more intense under the pressures of future climate change. These changes represent a growing hazard to low lying coastal cities like Beira, Mozambique. In 2019, Beira experienced the devastating impact of Cyclone Idai. One of the many impacts resulting from this Cyclone was disrupted drinking water access. This investigation explores the distribution of Cyclone Idai’s impact on drinking water access via an environmental justice lens, exploring how preexisting water access characteristics may have predisposed households to the impacts of Cyclone Idai in Beria.

Relying on household survey data collected in Beira, the investigation applied a decision tree algorithm to investigate how drinking water disruption was distributed across the household survey sample using these preexisting vulnerabilities.

The investigation found that households that mainly relied upon piped water sources and experienced inconsistent access to water in the year prior to Cyclone Idai were more likely to experience disrupted drinking water access immediately after Cyclone Idai. The results indicate that residents in formal areas of Beira, largely reliant upon piped water supply, experienced higher rates of disrupted drinking water access following Cyclone Idai.

These findings question a commonly held assumption that informal areas are more vulnerable to climate hazards, like cyclones, than formal areas of a city. The findings support the inclusion of informal settlements in the design of climate change adaptation strategies.

The single-site case study described herein is part of a two-year professional development (PD) initiative aimed at helping teachers from an urban elementary (K-8) school learn how to implement explicit, transactional comprehension strategy instruction across grades using culturally relevant books. This paper aims to describe the urban elementary teachers’ successes and challenges in their first-year implementation of providing culturally relevant literacy instruction.

Three types of qualitative data were collected: researchers’ anecdotal notes during the professional learning sessions; teacher focus groups; and teachers’ blog reflection entries.

The findings revealed that the PD for culturally relevant literacy instruction resulted in teachers’ heightened awareness of how identities and social subjectivities are negotiated in and through culturally relevant discourse, the implicit and explicit bias in the school curriculum. Finally, PD served as a catalyst for facilitating students’ and teachers’ racial and cultural identity development.

The findings of this study suggest that culturally relevant books which incorporate the students’ background may aid in student engagement because students are able to draw upon their culturally acquired background knowledge to better comprehend texts. Thus, to engage, motivate, affirm and promote students’ literacy success, teachers need to possess knowledge of their students’ race and culture, as well as their background, language and life experiences.

The findings of this study suggest that culturally relevant books which incorporate the students’ background may aid in student engagement because students are able to draw upon their culturally acquired background knowledge to better comprehend texts. Thus, to engage, motivate, affirm and promote students’ literacy success, teachers need to possess knowledge of their students’ race and culture, as well as their background, language and life experiences.

Teachers and teacher educators must reflect on, question and critique their own work in preparing teachers to enter today’s schools as critical, reflective educators. The types of children’s literature that are selected and introduced to students play an important role in dismantling technocratic approaches to literacy instruction and strengthen one’s understanding of one another. Teachers must select books that challenge assumptions and speak of possibilities for change.

Culturally relevant pedagogy that includes culturally relevant children’s literature holds promise for improving literacy instructional and assessment practices and school experiences for culturally and linguistically diverse students, especially in environments where high-stakes testing is emphasized. It is one way to imagine a better schooling experience for students that affirms identities and honors and sustains diversity. For culturally relevant pedagogy to be a reality in education, stakeholders must be on board, including students, parents, teachers, administrators and policymakers.

The purpose of this paper is to document the racist undertones of Donald Trump’s Presidential campaign rhetoric and draw implications regarding its impact on equality, diversity, and inclusion. Most contemporary individuals reject explicitly racist beliefs and strive to present themselves as having egalitarian attitudes toward other races and ethnicities. However, commonly held implicit biases toward historically marginalized racioethnic groups drive negative effect that is often unconscious and unacknowledged. Inconsistency between the conscious and unconscious aspects of contemporary racism generates a population of individuals who are uncomfortable with their attitudes, creating an opening for politicians willing to leverage racist rhetoric and gain support by resolving this inconsistency.

This paper applies social psychological theory and research to address the questions of what attracts otherwise non-racist individuals to racist-tinged rhetoric. The paper also provides theory-based interventions for reducing the attractiveness and impact of racist political campaigns.

Supporters of racist politicians resolve the conflict between their negative feelings toward racioethnic minorities and their espoused anti-racist views by distancing themselves from racist rhetorical content in three ways: by denying that racist statements or actions occurred, denying that the statements or actions are racist, and/or by denying responsibility for racism and its effects. These techniques provide supporters with validation from an authority that they can express their negative affect toward out-groups and still consider themselves to be good people and not racists.

Distancing from racism has allowed contemporary American extremists to reframe themselves as victims of closed-minded progressives seeking to elevate undeserving and/or dangerous out-groups at the in-group’s expense. Effective anti-racism techniques are needed to counter implicit biases in order to limit the attractiveness of extremist views. Implicit biases can be effectively reduced through training in counter-stereotypic imaging, stereotype replacement, and structured inter-group interaction. Effectively countering denial of the facts involves affirming the audience’s belief system while building skepticism toward the sources of misinformation.

While countering racist politicians requires commitment, these efforts are essential for protecting the identity of the USA as a society striving toward equality, diversity, and inclusion.

By articulating the social psychological principles underpinning racist-tinged populist rhetoric, this paper explains the attractiveness of racist statements by politicians, which tends to be under-estimated.