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Classic urban ethnography has often viewed urbanization and the urban condition as pathological and the city as disorganized, with urban areas producing problems to be solved through the managerial control of urban space. This chapter presents an alternative view, introducing an Interaction Order approach within urban ethnography. This way of studying culture builds on the work of Emile Durkheim (1893), W. E. B. Du Bois (1903), Harold Garfinkel (1967), Erving Goffman (1983), and Anne Rawls (1987). Interaction Orders are shared rules and expectations that members of a group use to coordinate their daily social relations and sense-making, which take the form of taken-for-granted practices that are specific to a place and its circumstances. The power of this social order, which is constructed by the interactions among participants themselves, renders outsiders’ interventions counterproductive. Understanding local interaction orders enables ethnographers to interpret problems differently and imagine solutions that work with local culture.

Modern societies are imbued with a fundamental tension of expertise, as expert status is both a source of authority and channel of wider public trust. Scholars of expertise have shown, though, that the public often lacks trust in experts, something which often occurs alongside politicized social problems. I argue that there are contexts in which expert–public interactions may facilitate trust-building processes even amidst the politicization of problems in which experts are attempting to manage. I refer to this as “negotiated expertise,” when communities with divergent sensibilities of problems (re)construct the rules and norms of expertise in ways that build trust and facilitate cooperative and collective action. This builds on an interactionist understanding of trust and expertise, focusing on the ways in which communities negotiate the meanings, rules, and norms of expert settings. Through a qualitative analysis of Miami's Sea Level Rise Committee, I identify two key factors that facilitate trust-building in expert–public interactions: an emergent socioenvironmental problem and “advocacy-experts.” I suggest that these contexts and factors enabled Miamians to work toward reciprocal practices and understandings, unexpectantly building trust in a politicized setting.

The COVID-19 pandemic has resulted in health services adapting the delivery of routine assessments, with many operating remotely. This paper aims to explore the lived experiences of individuals undertaking remote autism assessments during the COVID-19 pandemic.

A mixed-methods service evaluation was completed in an adult autism and neurodevelopmental service based in the north of England. A total of 24 participants, who had undergone remote autism assessments between March 2020 and July 2020, completed a questionnaire about their experiences. Thematic analysis was performed, and additional quantitative data were analysed descriptively to allow contextual information to be included.

The evaluation identified three main themes. The first, practical and sensory issues of remote assessment, indicated that internet connectivity problems were common and sometimes impeded a successful assessment. Additionally, participants identified some elements of the videocall impacted their sensory sensitivities. The second theme, emotional responses to remote assessment, demonstrated relief and exhaustion to be common following sessions. The ability to complete assessments from a safe space were favoured by most. The final theme, pros and cons of different assessment methods, highlighted the preference for video assessments above telephone and in person sessions.

This study provides an original contribution to the literature by gathering autistic adults’ perspectives on remote autism assessments. The findings suggest that video assessments were the most preferable, over face-to-face and then telephone. Services should offer video and face-to-face assessments while keeping telephone assessments to a minimum.

The purpose of this study was to establish a line of inquiry into student trust in school peers by: (1) developing a valid and reliable measure and (2) investigating the potential influence of student trust in school peers on optimal school functioning.

A non-experimental, survey research design was used. Ex-post facto data were collected in the spring of 2017 and spring of 2019 from a random sample of students in either the 5th, 7th, 9th or 11th grades in 79 schools located in a southwestern city in the US. Two types of analyses were performed. First, structural and convergent validity of the items measuring student trust in school peers were tested with a confirmatory factor analysis, and correlations with bullying and safety. The second analysis tested a hypothesized model with a full structural equation model using robust maximum likelihood estimation.

Confirmatory factor analysis results report that items used to measure student trust in school peers share common variance with the latent trust factor. Both the 10-item and five-item measures had good model fit and parameter estimates. Additionally, the five-item measure had strong relationships with bullying and safety. As specified in the hypothesized model, student trust in peers had a strong, positive relationship with identification with school and positive, yet not as strong, of a relationship with academic grit. These relationships existed when accounting for student perceived teacher support.

This study extends trust research to students' relational connections by conceptualizing student trust in school peers as a cognitive belief, constructing a valid measure and finding a relationship between student–peer trust and elements optimal school functioning.

The purpose of this paper is to contribute to the literature on student trust and to examine the relationship between student trust, behavior, and academic outcomes in high school. It asks, first, does trust have a positive effect on high school outcomes? Second, does trust influence student behavior, exerting an indirect effect on schooling outcomes? Third, are school size and student socioeconomic status (SES) antecedents of trust?

A nationally representative sample of students attending public high schools in the USA (n=10,585) is drawn from the Educational Longitudinal Study. Structural equation modeling is used to examine the relationship between student trust, behavior and high school outcomes, controlling for SES, school size and prior achievement. Multiple measures of academic achievement are considered.

There is a significant relationship between student trust, behavior and high school outcomes. Students who trust have fewer behavioral incidents and better academic outcomes with results suggesting that trust functions through behavior. This is true regardless of SES, school size or prior achievement.

School leaders cannot change parental income or education, but can build trust. Developing and attending to student trust may not only mean that students are better behaved but, more importantly, are more successful academically.

In spite of decades of policy and legislation intended to improve schools, closing the achievement gap has proven elusive. One reason may be the relentless focus on physical artifacts of schooling, such as school organization, curriculum, testing and accountability, and a concomitant lack of attention to sociocognitive factors key to learning. Schools are social systems, and high levels of learning are unlikely to occur without a nurturing environment that includes trust.

This research makes a valuable contribution by focussing on student trust in high schools and by illuminating the relationship between trust, behavior, and academic outcomes. Results suggest that trust impacts a broad range of high school outcomes but functions indirectly through behavior.

Reflecting on the importance of negative word-of-mouth (NWOM) executed by internal audience of brand management, this study aims to explore the mechanism of employees’ NWOM in the emotional exhaustion context.

Focusing on employees’ active brand-oriented deviances, this study used a surveyed data set (n = 150) collected from negatively aroused employees experiencing a negative event within their organization. Structural equation modeling was adopted to test the hypotheses.

The current study revealed that employees’ NWOM is associated with emotional exhaustion. Also, it discovered that emotional exhaustion is more strongly associated with employees’ NWOM than turnover intention.

Relying on self-regulation theory, the current study identified emotional exhaustion as a critical antecedent of employees’ NWOM. Future researchers can use the longitudinal research design or temporal separation as an effort to prevent common method variance.

Internal audiences engage in negative brand-oriented performance by spreading NWOM. Further, the advance in social media may instigate NWOM spread by internal audiences to external audiences.

This paper tests the explanatory power of conservation of resources theory and self-regulatory theory in terms of the impact of employees’ emotional exhaustion on NWOM and turnover intention.