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This chapter draws on developmental intergroup theory, parental ethnic-racial socialization literature, anti-bias curricula, and prejudice intervention studies to address the appropriateness of discussing race and racism in early childhood settings. Existing literature about teacher discussions surrounding race and racism is reviewed, best practices are shared, and the need for more research in this area is highlighted. The construct of parental ethnic-racial socialization is mapped onto early childhood anti-bias classroom practices. The chapter also outlines racial ideologies of teachers, specifically anti-bias and colorblind attitudes, and discusses how these ideologies may manifest in classroom practices surrounding race and racism. Colorblind ideology is problematized and dissected to show that colorblind practices may harm children. Young children’s interpretations of race and racism, in light of children’s cognitive developmental level, are discussed. Additionally, findings from racial prejudice intervention studies are applied to teaching. Early literacy practices surrounding race and racism are outlined with practical suggestions for teachers and teacher educators. Moreover, implications of teacher practices surrounding race and racism for children’s development, professional development, and teacher education are discussed.

The multidimensional structure of boredom poses unique measurement challenges related to scale length and statistical modeling. We systematically address these concerns in two studies. In Study 1, we use item response theory to shorten the 29-item Multidimensional State Boredom Scale (MSBS) (Fahlman et al., 2013). In Study 2, we use structural equation modeling to compare two theoretically consistent multidimensional structures of boredom (superordinate and multivariate) with the most commonly used, yet theoretically inconsistent, structure in boredom research (unidimensional parallel model). Our findings provide support for modeling boredom as multidimensional and demonstrate the impact of model selection on effect sizes and significance.

When young children notice and comment about physical appearance differences often associated with race, adults may experience discomfort and uncertainty about how to respond. As a result, many adults try to avoid or terminate such discussion, leaving children with unanswered questions and misunderstandings. To prepare educators to be supportive of the development of children’s positive racial identity and racial awareness, it is important for educators to examine their own attitudes, biases, and knowledge about race and racism. This chapter summarizes research on children’s racial identity and awareness, describes critical approaches to anti-racist education, and provides resources and strategies through which professionals can better understand themselves and the young children they serve.

Purpose: During turbulent social and economic times, perceptions of job insecurity can be expected to increase. In this chapter, we outline a theoretical model that links perceptions of job insecurity to lower affective commitment and high work-related stress, resulting in employees' engaging in poor decision-making behavior. We argue further that employees who possess individual skills of being aware of emotions and managing emotions are less susceptible to such behavior. Study Design/Methodology/Approach: We tested our model in two studies. The first study was conducted using an online sample of 217 respondents. The second study used a split administration design conducted in a single organization and used a sample of 579 employees. Findings: Our data revealed that job insecurity is linked to negative decision-making behaviors and that better emotional awareness and management skills may reduce negative decision-making behaviors. Originality/Value: Our findings support the notion of threat rigidity theory where we found that job insecurity affects how individuals make decisions. Our analysis suggests that the individual's level of emotional skills can act as a form of behavioral control that can ameliorate the effects of job insecurity on decision-making behavior. Research Limitations: Both studies had a female gender bias in our sampling frames. There is a possibility of common method variance affecting the results of Study 1, and both studies involved the use of a self-report measure of emotional skills.

For the last four decades, the alignment of strategy and digital technology has persisted as one of the most critical and bothersome issues for senior government executives. Against this backdrop and drawing on the fruits of an extended program of collaborative research between 1995 and 2020, this chapter draws attention to how government organizations foster effective alignment and how this is achieved through four distinct cycles of alignment work. Considering that this work is heavily people- and organization-centric, the chapter calls for greater involvement of organization development and change scholars and practitioners in this important area of organizational life and work.

In Canada, food insecurity is characterized by the consumption of low quantity or low-quality foods, worrying about food supply and/or acquiring foods in socially unacceptable ways, such as begging or scavenging. As of 2012, approximately 15.2% of Ontario, Canada, children are living in food insecure households, a prevalence which has remained steady since 2005. This is particularly concerning when considering that school-aged children are a population whose growth and developing is sensitive to nutritional stress, and the experience of childhood food insecurity is highly associated with the development of adverse physical, mental and learning outcomes. This study aims at establishing the relationship between food insecurity and Education Quality and Accountability Office (EQAO) standardized test scores in order to highlight the incompatibility of the EQAO's reliance on test outcomes in determining Ontarian school's accountability, specifically for those with a high prevalence of food insecurity.