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The purpose of this paper is to illuminate for teachers how the suffrage movement is centered in whiteness. The authors posit that this historical erasure is intentional, and teachers should actively find ways to counter that erasure. This paper positions teachers to ask critical questions of dominant narratives, and have students do the same.

Given the existence of historical erasure and the absence of Black suffrage stories, the authors sought to build teachers' content base by conducting a historiography of the dominant narrative of the women's suffrage movement. They examined how state standards and popular online archival collections perpetuate the dominant narrative. They provide teachers with a rich content base and include primary sources they could use to teach this content to their students.

Unsurprising, the Texas and Missouri state standards do little to advance the voices of underrepresented people, especially when it comes to the suffrage movement. Likewise, archival collections are limited by the choice of those who curated the collections. The article presents teachers with lesser known stories of the movement and accompanying primary sources.

Teachers cannot teach what they do not know. So the authors sought to build a teacher's content base so they could tell a more inclusive history. They want to help teachers identify dominant narratives and where historical erasure is happening, and commit to asking critical questions of those narratives and seek to diversity their histories.

This piece is original because much of this content is missing from current history classrooms. In addition, the primary sources and additional resources provided can strengthen a teacher's ability to teach about it.

Background: Climate change has been increasingly recognized as a global crisis with effects on gender roles. Recently, communities surrounding Lake Mburo national park, Uganda have been experiencing frequent severe droughts. It was against this background that the study was designed to understand the effect of climate change on gender roles.

Methods: This cross sectional study reviewed the effect of climate change on men and women's gender roles using a pragmatic research paradigm based on a thematic review model using participatory methods and a structured questionnaire.

Results: The study found that men and women's gender roles were altered during extreme dryness. Men played their roles sequentially focusing on one single productive role, while women played their roles simultaneously, balancing the demands of each role with their limited available time. Effect of climate change affected productive roles more in Kiruhura district than Isingiro district. There was migration of both men and women in search of water and pasture for livestock in Kiruhura district which distorted gender roles of women. Consequently, women and girl children had a heavier load and were the most people affected by climate change effects in these districts.

Conclusion: Gender roles of communities surrounding Lake Mburo National Park were affected and altered by the effects of climate change. Therefore, institutions offering climate services to local communities should consider gender in decision making, access to resources, information and knowledge during participation in climate change mitigation and adaptation.

This study aims to develop an empathetic and user-centric customer support service design model. Though service design has been a critical research focus for several decades, few studies focus on customer support services. As customer support gains importance as a source of competitive advantage in the present era, this paper aims to contribute to industry and academia by exploring the service design model.

The study adopted a theories-in-use approach to elucidate mental models based on the industry’s best practices. In-depth interviews with 62 professionals led to critical insights into customer service design development, supported by service-dominant logic and theory of mind principles.

The ensuing insights led to a model that connects the antecedents and outcomes of empathetic and user-centric customer service design. The precursors include people, processes and technology, while the results are user experience, service trust and service advocacy. The model also emphasises the significance of the user’s journey and the user service review in the overall service design.

The model developed through this study addresses the critical gap concerning the lack of service design research in customer support services. The key insights from this study contribute to the ongoing research endeavours towards transitioning customer support services from an operational unit to a strategic value-creating function. Future scholars may investigate the applicability of the empathetic user service design across cultures and industries. The new model must be customised using real-time data and analytics across user journey stages.

The empathetic and user-centric design can elevate the customer service function as a significant contributor to the overall customer experience, loyalty and positive word of mouth. Practitioners can adopt the new model to provide superior customer service experiences. This original research was developed through crucial insights from interviews with senior industry professionals.

This research is the original work developed through the key insights from the interview with senior industry professionals.

The figure of the femme fatale is attached to a range of contested meanings around femininity, sexuality and violence. Despite its ambiguity and its origins in art, myth and fiction, the term has proven popular in giving a name to violent articulations of female power in non-fictional settings by journalists. In this chapter, I outline the figure of the femme fatale as an archetype of women's violence that appears throughout Western popular culture, and provide an overview of the term's definitions and cultural meanings. In doing so, I trace the figure's movement across different forms and genres of popular culture. I identify a number of themes in the existing scholarship around the figure: feminist criticism of the figure; the value that feminist film scholars have found in the figure as a symbol of power and sexual transgression; the relationship between the femme fatale, race and the colonial imagination; and the way the idea of the femme fatale has been used in reporting of real-life women's violence.

It is well-known and documented that despite a plethora of efforts by institutions to broaden participation in engineering, the representation, retention, and degree completion of Black males in engineering continues to lag. Coupled with a lack of representation, there is also a dearth of research that has sought to understand the experiences of Black males in engineering. In this chapter, through the lens of Hildegard Peplau's (1991) interpersonal relations theory, we sought to explore the experiences of nine undergraduate Black male engineering majors with academic advisors. Academic advisors are strategically positioned in higher education settings as guides to help students navigate college culture, policies, and procedures. Using thematic analysis, three salient themes emerged: “spots are limited,” building their own “advising team,” and prescriptive perceptions. As institutions imagine routes for broadening participation in engineering, they might also consider how they support advisors and encourage relationship development between students and advisors.

The purpose of the study is to identify barriers to collaboration among female administrators at a Ghanaian technical university (TU), based on the social identity theory (SIT).

A mixed-method approach was adopted, integrating qualitative interviews of 15 female administrators and completing structured questionnaires from 117 randomly sampled female administrators. The SIT, as the analytical framework, identified themes emerging from the data on barriers to collaboration among female administrators. While exploratory factor analysis identified measures of factors hindering collaborations, the use of structural equation modeling (SEM) enabled the confirmation of relationships among the barriers to collaboration with female administrators.

There existed statistically significant relationships between four of the barriers: intergroup relations conflict, trust with stakeholders and among females and structural barriers (SBs). For the quantitative analysis, it was found that SBs, intergroup relations, conflict and trust were statistically significant except for weak cultures. For the qualitative, results showed that SBs, lack of trust with stakeholders and among females and intergroup conflict hinder collaboration.

The study has a limited scope in using only one TU and focusing on a particular gender. The implications of this research will enrich the literature on barriers to female administrative collaboration in technical education based on the SIT.

Promoting administrative collaborations in the TU will ensure sustainability and efficient administrative systems.

Institutional policies should include gender inclusivity and equality on networking opportunities and provide mentorship programs for efficient administrative systems.

We used the SIT to determine barriers to collaboration among female administrators in a technical education institution, and the mixed methodology added a unique dimension to the study.