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This chapter expresses the need for an increase or reforestation of Black scholarship and examines the complexity of race in a White privileged institution of higher education. It is written with an understanding of Critical Race Theory's counter-narrative benefits and models the power of voice in the classroom of a Black student and a White teacher and their roles in creating a “safe space for race talk” in the classroom.

The contributors for this book consist of different voices from students and faculty, by different race/ethnicity, even nationality, as well as feelings and instructions on various perspective on discussing race in classroom. It is important to have a conversation about race in a “safe setting” to prepare our students for a diverse society and workforce.

This article provides a review and conceptual comparison between self‐report and performance‐based measures of emotional intelligence. Analyses of reliability, psychometric properties, and various forms of validity lead to the conclusion that self‐report techniques measure a dispositional construct, that may have some predictive validity, but which is highly correlated with personality and independent of intelligence. Although seemingly more valid, performance‐based measures have certain limitations, especially when scored with reference to consensual norms, which leads to problems of skew and restriction of range. Scaling procedures may partially ameliorate these scoring weaknesses. Alternative approaches to scoring, such as expert judgement, also suffer problems since the nature of the requisite expertise is unclear. Use of experimental paradigms for studying individual differences in information‐processing may, however, inform expertise. Other difficulties for performance‐based measures include limited predictive and operational validity, restricting practical utility in organizational settings. Further research appears necessary before tests of E1 are suitable for making real‐life decisions about individuals.

Using a national data set from the Early Childhood Longitudinal Study – Birth Cohort, we examined factors associated with approximately 700 young African American boys’ pre-academic skills. The factors examined included (a) family characteristics, behaviors, and beliefs; (b) nonparental care literacy activities; and (c) child health, aggression, and approaches to learning (e.g., curiosity, independence, and persistence). High achieving boys are contrasted with other boys, along the following dimensions: familial, early childhood program, child characteristics and practices and their pre-academic skills, and whether the association was moderated by achievement status. Regression analyses indicated that some aspects of family, preschool, and child characteristics were associated with African American boys’ early outcomes, especially parental caretaking (e.g., bathing and brushing teeth) and approaches to learning (e.g., persistence and attention). Recommendations for educational practices and policies were offered.

Post-traumatic stress disorder (PTSD) affects both civilian and military populations following wartime experiences. However, despite an abundance of research investigating civilian and military populations separately, much less focus has been given to synthesizing and integrating findings to describe how civilian and military war survivors are comparatively affected by PTSD. This review is broken down into three sections covering (1) risk factors associated with PTSD, (2) relationships between PTSD and mental health outcomes, and (3) protective factors that can attenuate PTSD and its effects. Each section covers findings for civilians and military personnel and highlights similarities and differences between groups.

This paper examines the role of theory in public procurement research. Theoretical rigour is integral to management science, yet little is known on the extent and form of theory in public procurement. With the field starting to mature, addressing this issue is timely. From conducting a systematic literature review we find that 29 percent of articles are theoretically grounded, with the incidence of theory having increased in recent years. Economic, sociological, psychological, and management theories are all in evidence, but micro-economic theories predominate. Our findings also show that survey reporting and case studies account for almost half of all studies; procurement research is focused on organizational-level aspects more than regulatory-policy issues or public buyers; and studies to date have largely emanated from the North American and European regions. The contribution of this paper lies in clarifying the theoretical underpinnings of public procurement. Out of this we highlight the need for greater theoretical rigour, point to the under-use and even absence of theories that could have high validity and utility, and suggest a narrowing of research foci.