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The purpose of this study is to share the experience of delivering a culturally responsive teaching program, the R.E.F.O.R.M. Café, at a historically Black college and university. The R.E.F.O.R.M. Café provided an opportunity for undergraduate students to participate in dialogue that reinforces the need for social justice in preserving Black lives. Before participating in the R.E.F.O.R.M. Café, lectures using a critical perspective to connect health to the history of the modern-day civil rights movement were conducted.

Using the World Café as a model, a qualitative methodology was used to implement the R.E.F.O.R.M. Café as part of community health education course curriculum to address health disparities plaguing Black communities. The breakout room function in Zoom was used to substitute for the tables used in traditional World Cafés because of COVID-19 restrictions, which allowed for small, focus-group-like dialogues to occur.

The R.E.F.O.R.M. Café challenged students to consider the power and opportunity for individuals on the front line to contest racial disparities. Students indicated the R.E.F.O.R.M. Café reinforced the importance of meaningful conversations, the connection to confronting health disparities and the effectiveness of program design and implementation to engage in dialogue around issues of race and equity. Students indicated the importance of hearing the perspective of peers when considering their personal identities as change agents.

This paper contributes to the literature that extends the body of knowledge related to implementing culturally responsive teaching programs at a historically Black college and university. Studies currently available related to implementing culturally responsive teaching programs among undergraduate students do not focus specifically on Black, Indigenous, and People of Color.

This study investigates whether exposure to a previous client’s earnings management behavior will impact experienced auditors’ judgments of the risk that a current client’s financial statements are materially misstated. Contrast theory predicts the context of previous information can have a priming effect on a current judgment scenario, where the information for the current judgment is contrasted with the previous information. Guided by contrast theory, we exposed auditors to either positive or negative client ethical earnings management behavior. We found the existence of contrast effects, with the positive (negative) context of the previous client resulting in auditors judging a higher (lower) likelihood of material misstatement in the current client’s financial statements. The results have implications for the effectiveness and efficiency of auditors’ judgments as well as provide insight into auditor training efforts.

This chapter investigates the nature of the transformation of macroeconomics by focusing on the impact of the Great Depression on economic doctrines. There is no doubt that the Great Depression exerted an enormous influence on economic thought, but the exact nature of its impact should be examined more carefully. In this chapter, I examine the transformation from a perspective which emphasizes the interaction between economic ideas and economic events, and the interaction between theory and policy rather than the development of economic theory. More specifically, I examine the evolution of what became known as macroeconomics after the Depression in terms of an ongoing debate among the “stabilizers” and their critics. I further suggest using four perspectives, or schools of thought, as measures to locate the evolution and transformation; the gold standard mentality, liquidationism, the Treasury view, and the real-bills doctrine. By highlighting these four economic ideas, I argue that what happened during the Great Depression was the retreat of the gold standard mentality, the complete demise of liquidationism and the Treasury view, and the strange survival of the real-bills doctrine. Each of those transformations happened not in response to internal debates in the discipline, but in response to government policies and real-world events.

This chapter describes why safe spaces are needed in education settings for full inclusion of gendered identities as they intersect with categories such as race/ethnicity, class, sexual orientation, and ability. This discussion briefly addresses varying and intersecting levels and domains of privilege or marginalization such as identity, inter-/intraaction, organization, society, and knowledge, and how safe spaces in education can support learning as it is entwined with gender, gendered biases, and power dynamics and structures.

Research on high-growth firms (HGFs) or gazelles is expanding due to their significant contribution to job growth and economic development. However, the knowledge about the conditions and factors that set these firms on their rapid growth trajectory remains fragmented. Therefore, this chapter provides an abreast inventory of the surging gazelle studies by systematically reviewing the international gazelle growth literature and consolidating firm-level, industry-level, and macroeconomic-level growth factors and their interactions as elaborated in the studies. Based on the review of 62 international empirical studies, this chapter finds that the gazelle growth is complex and multidimensional in its scope and nature. The firm’s growth intention and entrepreneurial nature emerge as necessary but not sufficient conditions to guarantee rapid growth as it results from the impact of and interaction between various firm-level and external factors. The different growth-influencing factors are summarized using a theoretical gazelle growth model, which supports the rare and temporal nature of the gazelle growth.

Despite the mounting evidence of gazelles’ higher economic contribution, there is no consensus on whether and how to support gazelles. In this chapter, we therefore discuss varied gazelle policy views as well as the inherent challenges of supporting gazelles. Here, we draw on relevant academic literature as well as on international policy examples. Additionally, we analyze Germany’s gazelle policy stance by triangulating information collected from the literature, practical policy examples and interviews, we carried out with German support agencies and policymakers. Though Germany’s general policies and framework conditions create necessary conditions for gazelles to emerge, they are insufficient to guarantee their prevalence. Moreover, Germany’s policy approach of encouraging new firm formation and self-employment and its focus on the financial support for small as well as technology or innovation-oriented firms is not consistent with the state-of-the-art knowledge about gazelles. Using the case of Germany, we argue that general entrepreneurship policies and high-growth entrepreneurship (gazelle) policies are distinct approaches having divergent and sometimes conflicting objectives and support mechanisms, which need to be synchronized to be effective.