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The relationship between work and family has long been the subject of lively debate in the political, public, and academic arena. Employers in the hospitality industry should carefully consider the work–family balance of their employees because maintaining a good balance will result in lower costs, lower sick rates, and lower staff turnover. The term “balance” refers to the way in which work interferes with life at home and how home life interferes with work. It includes both the positive and negative effects that work has on the family domain and vice versa. As research on the psychological contract approach to the employment relationship is scarce with regard to work–family interference, it became the subject of this study. The results demonstrate that psychological contract measures, in particular time commitment, can explain work–family conflict, while job content can explain work–family enrichment. In addition, the study revealed that with the appearance of gender as a moderator, different additional factors may play a role in work–family enrichment and work–family conflict. Furthermore, it revealed that family structure is not a predictor for work–family interference. This paper discusses managerial implications and offers recommendations for further research.

In recent years, school districts have faced numerous questions surrounding accommodations of transgender students. Strong objections to accommodations have been voiced in public argument and litigation, primarily in the areas of athletics, bathrooms, and dress codes. As younger transgender students express their gender identity at school, however, the existing objections are weakened by considering the context of elementary rather than high school students. Greater numbers of young transgender students will likely encourage accommodation of trans students of all ages, as well as challenge the gender binary unconsciously taught in school.

The domestic division of labor and responsibilities for childcare continue to influence the circumstances under which women are brought into formal employment as work represents a key component of human life. However, given the common perception of appropriate roles for women, the demands for combining motherhood and marriage with paid employment become immense challenges for working mothers. To this end, this study examined family roles and official responsibilities among working mothers in some selected work organizations in Lagos, Nigeria. The sample of the study consisted of 106 married working mothers selected purposively from work organizations in Lagos metropolis. Questionnaire was designed to generate data while direct interview was conducted as a means of complimenting data derived from the main instrument. The data obtained were analyzed by the use of simple percentages; while chi-squared statistical tool was used to test hypotheses formulated for the study at 0.05 level of significance. The result showed that there is no significant relationship between childcare responsibilities and promotion; and that family support for female work has significant relationship with perceived home–work conflict among working mothers. Based on the findings, it was recommended that government, private employers and policy-makers should endeavors to make the nature of work more conducive for working mothers in order to easily combine the two domains of work and family.

This paper examines how cultural holes that exist at the intersection of institutional fields influence the exploitation of entrepreneurial opportunities. Through an exploration of physician-founded ambulatory surgery centers in the United States, we examine how the presence of cultural holes presented doctors with alternative beliefs, values, and practices to overcome the cultural constraints around entrepreneurship within the medical profession. In doing so, this study extends cultural entrepreneurship research by bringing cultural holes to the forefront, empirically showing how they facilitate entrepreneurial action and proposing other contexts where cultural holes may affect entrepreneurial actions and outcomes.

In the “What’s Hot in 2019: Expanded and Interconnected Notions of Literacy” survey (Cassidy, Grote-Garcia, & Ortlieb, 2019), Early Literacy was identified as a “very hot” topic. This chapter addresses how literacy practices in homes and in schools contribute to early literacy achievement; neighborhood realities are acknowledged. A brief list of expectations for early literacy learners is discussed, and competencies not always found in standards lists are described. Examples of current community activism efforts are noted, and there is a call for literacy academics to speak out against inequities in literacy learning.

Max Weber called the maxim “Time is Money” the surest, simplest expression of the spirit of capitalism. Coined in 1748 by Benjamin Franklin, this modern proverb now has a life of its own. In this paper, I examine the worldwide diffusion and sociocultural history of this paradigmatic expression. The intent is to explore the ways in which ideas of time and money appear in sedimented form in popular sayings.

My approach is sociological in orientation and multidisciplinary in method. Drawing upon the works of Max Weber, Antonio Gramsci, Wolfgang Mieder, and Dean Wolfe Manders, I explore the global spread of Ben Franklin’s famed adage in three ways: (1) via evidence from the field of “paremiology” – that is, the study of proverbs; (2) via online searches for the phrase “Time is Money” in 30-plus languages; and (3) via evidence from sociological and historical research.

The conviction that “Time is Money” has won global assent on an ever-expanding basis for more than 250 years now. In recent years, this phrase has reverberated to the far corners of the world in literally dozens of languages – above all, in the languages of Eastern Europe and East Asia.

Methodologically, this study unites several different ways of exploring the globalization of the capitalist spirit. The main substantive implication is that, as capitalism goes global, so too does the capitalist spirit. Evidence from popular sayings gives us a new foothold for insight into questions of this kind.

Teachers develop and use a special kind of knowledge. This knowledge is neither theoretical, in the sense of theories of learning, teaching, and curriculum, nor merely practical, in the sense of knowing children. If either of these were the essential ingredient of what teachers know, then it would be easy to see that others have a better knowledge of both; academics with better knowledge of the theoretical and parents and others with better knowledge of the practical. A teacher’s special knowledge is composed of both kinds of knowledge, blended by the personal background and characteristics of the teacher, and expressed by her in particular situations. The idea of “image” is one form of personal practical knowledge, the name given to this special practical knowledge of teachers (Clandinin, 1985; Connelly & Dienes, 1982). In this chapter I show how one teacher’s image of the “classroom as home” embodies her personal and professional experience and how, in turn, the image is expressed in her classroom practices and in her practices in her personal life. Using a variety of classroom episodes gathered over two years with two teachers, I offer a theoretical outline of the experiential dimensions of an image and, in so doing, present image as a knowledge term which resides at the nexus of the theoretical, the practical, the objective, and the subjective.