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Post-secondary institutions are at a crossroads. Students from various marginalized communities are increasingly encountering hostile environments. Fortunately, historically Black colleges and universities (HBCUs) offer students safe spaces to deconstruct vital issues. However, they have struggled to keep pace with other colleges and universities committed to supporting LGBTQ students. As a result, LGBTQ students feel isolated and abandoned because of conservative ideas rooted in heteronormativity. This chapter will explore: (1) findings from a study that examined the perceptions and attitudes of undergraduate students from a public HBCU regarding the LGBTQ community; (2) how conservative tenets impacts LGBTQ students’ experiences; and (3) university support systems for LGBTQ students. In addition, the chapter includes recommendations and implications for HBCU administrators.

There is limited discussion in the teacher education literature about the experiences of pre-service black male teachers generally and the ethnic diversity among black male pre-service teachers specifically. Thus, this paper aims to explore the experiences of Frank, a black male refugee health education major attending an historically black college and university (HBCU).

This research study is theoretically guided by selected tenets of Bush and Bush’s (2013) African American male theory and Goodman et al.’s (2006) transition framework and uses a qualitative approach to explore Frank’s transition experiences when coming to America, attending college and engaging in his student teaching experience.

Frank experienced some difficulty transitioning to America, as a result of not having a strong financial foundation. During his college transition, Frank believed that the HBCU environment was nurturing; however, he encountered numerous ethnocentrically charged hostile confrontations from US-born black students at his university because of his accent. While he had some disagreements with the US education system in terms of discipline, Frank believed that his accent served as an asset during student teaching.

This study adds to the burgeoning research that explores the intersectional identities among pre-service black male teachers. As we argue in this paper, researchers, policymakers and practitioners cannot treat black male teachers as a monolithic group and must contemplate the unique supports needed that can attend to the racial and ethnic needs of black male teachers.

Although established for the purpose of educating Black Americans, recently, many HBCUs have been witness to a steady increase of White students (Shorette II & Arroyo, 2015). And, with projections that non-Black student enrollment will continue to increase at HBCUs (Palmer, Shorette II, & Gasman, 2015), strategies for supporting the changing demographics are needed. This chapter presents selected findings from a larger quantitative investigation examining the impact of faculty–student engagement on the experiences and perceived persistence, or belief that one will complete a doctoral program, of White doctoral students at HBCUs. Results indicated external engagement, i.e., social components for student success external to a student’s academic program and research practices, was a best predictor for optimal experiences and increased belief in self for program completion. Directions for future research and practice are offered.

Networked forms of organizing in health care are increasingly viewed as an effective means of addressing “wicked”, multifaceted health and societal challenges. This is because networks attempt to address these challenges via collaborative approaches in which diverse stakeholders together define the problem(s) and implement solutions. Consequently, there has been a sharp increase in the number and types of networks used in health care. Despite this growth, our understanding of how these networks are governed has not kept pace. The purpose of this chapter is to chart a research agenda for scholars who are interested in studying health care network governance (i.e., the systems of rules and decision-making within networks), which is of particular importance in deliberate networks between organizations. We do so based on our knowledge of the literature and interviews with subject matter experts, both of which are used to identify core network governance concepts that represent gaps in our current knowledge. Our analysis identified various conceptualizations of networks and of their governance, as well as four primary knowledge gaps: “bread and butter” studies of network governance in health care, the role of single organizations in managing health care networks, governance through the life-cycle stages of health care networks, and governing across the multiple levels of health care networks. We first seek to provide some conceptual clarity around networks and network governance. Subsequently, we describe some of the challenges that researchers may confront while addressing the associated knowledge gaps and potential ways to overcome these challenges.

Current issues of Publishers' Weekly are reporting serious shortages of paper, binders board, cloth, and other essential book manufacturing materials. Let us assure you these shortages are very real and quite severe.

In the last four years, since Volume I of this Bibliography first appeared, there has been an explosion of literature in all the main functional areas of business. This wealth of material poses problems for the researcher in management studies — and, of course, for the librarian: uncovering what has been written in any one area is not an easy task. This volume aims to help the librarian and the researcher overcome some of the immediate problems of identification of material. It is an annotated bibliography of management, drawing on the wide variety of literature produced by MCB University Press. Over the last four years, MCB University Press has produced an extensive range of books and serial publications covering most of the established and many of the developing areas of management. This volume, in conjunction with Volume I, provides a guide to all the material published so far.

With recent increases in cybersecurity incidents, it is imperative to supplement current accounting curriculum, equip accounting graduates with sufficient knowledge and skills to assess cybersecurity risk, and learn about controls to mitigate such risks. In this chapter, the authors describe 10 teaching modules, supported by 10 professionally produced video series. The authors developed these videos for educating students on cybersecurity and the videos are available free to instructors from other institutions who wish to use them. The videos are filled with insights and advice from our two experts – one a former hacker and the other an experienced cybersecurity professional. This dialogue between two different sides provides a rich discussion that leads to answering many questions that people often have about cybersecurity. Further, in Exhibit 1, this chapter offers a framework for characterizing and analyzing some recent publicized data-breach cases, which can supplement discussion on cybersecurity modules. Instructors can add more cases to this source overtime. Finally, the authors share the analysis of feedback from students who went through the series. The results suggest that the students show interest in the topic, and videos helped them better understand the complexity of cybersecurity risk and controls.

This study examines whether there are unintended consequences that emerge from status interventions in task groups in relation to cohesion and solidarity. Past theorists have argued that inconsistent status structures produce weaker levels of cohesion and solidarity in comparison to consistent status structures.

Data come from an online experiment involving mixed-sex dyads interacting in one of three conditions. Participants individually completed an ambiguous problem-solving task and then worked together over Zoom audio to form a group decision. In the three conditions, participants were either given no performance feedback before the problem-solving task or were informed the male or the female participant performed better on a pretest related to the task. The conversations were recorded and analyzed using measures related to paraverbal synchronization and accommodation.

In terms of self-reported cohesion, there appeared to be a difference, albeit a weak one, in only the inconsistent-status condition, with female participants reporting higher levels of cohesion in comparison to males. However, in terms of solidarity, there was no significant difference between the conditions.

Although inconsistent status structures were associated with weaker perceptions of cohesion, it did not appear to impact solidarity like theorists have suggested. Status structures do not appear to impact group solidarity.

The nature of group membership in conjunction with status consistency/inconsistency may produce the significant differences in solidarity that theorists have suggested.

To date, there has been little empirical examination of how status consistency affects cohesion and solidarity. Relatedly, the current study advances the research on vocal accommodation by analyzing status and solidarity simultaneously.

In this chapter, the authors utilize both risk and resilience as conceptual frameworks to discuss the academic and psychosocial development of African American adolescent males. Given the amount of attention placed on the academic underachievement of African American males, they explore popular academic themes, such as academic disidentification and the role of teachers and parents. The authors examine psychosocial themes related to racial and athletic identity, the phenomenon of cool pose and “acting Black,” and the development of alternative masculinities. They conclude the chapter with recommendations for education research, practice and policy.