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The racial reckoning of 2020, alongside the collective trauma of the global Covid-19 pandemic, led to a proliferation of DEI (diversity, equity, and inclusion) offerings within the US higher education system. At the same time, university social justice spaces found a reduction in their staffing, restriction of their work, and an increase of outsourced DEI contributions from non-justice focused locations. This research based, and semi-autobiographical chapter situated Buolamwini's work on coded bias, is grounded in the work of Spivak and Butler, and O'Neil's contributions on mathematical mismanagement. It charts the systematic dismantling of social justice efforts at one mid-sized regional public university as their work was replaced with invalidated and outsourced DEI efforts and gamed with numerical retention requirements, which did little to remedy the genuine inequity built within higher education systems. This chapter offers inferences regarding what those changes mean for inclusion efforts within higher education writ large, particularly with regard to students with marginalized identities (queer, trans, and BIPOC students) who face systemic oppression in the higher education system.

This chapter provides an overview of prominent theories about areas in which college students develop and how they do so, as well as factors that hinder students’ growth. Although there are a multitude of theories about college student development, such as those that describe students’ moral or cognitive growth, this chapter will focus on theories that are most closely related to students’ mental health and wellbeing. The seven domains in which college students grow, according to Chickering, are reviewed first, followed by Sanford’s theory that posits that college students need a proper balance of challenge and support to develop. Next, the chapter explores Baxter Magolda’s theory of self-authorship, which proposes that college students are responsible for becoming adults by actively narrating their own beliefs, identities and relationships. The chapter concludes by examining various models of cultural identity development. Although these models are not specific to college students, virtually all students will develop their identities along one or more cultural dimensions before they graduate. Models of ethnic identity development, White racial consciousness and faith development are presented in detail.

In this chapter, we seek to bring greater attention to language-based stigma at work and how it affects employees speaking English as their second language. We integrate research findings across multiple disciplines, including management, psychology, linguistics, education, and business ethics, identifying three major themes and knowledge gaps in this research domain. Based on the multidisciplinary knowledge integration, we suggest six promising future directions for organizational and business ethics scholars to pursue. We call for more empirical research focusing on how language-based stigma may harm nonnative English speakers (NNESs) with and without actual mistreatment or discrimination at work and how organizations may intervene to support NNESs. We hope our chapter will spark conducive conversations about mitigating language-based stigma in the workplace.

Mental health is not simply the absence of psychological problems any more than physical health is the absence of disease. This chapter explores various aspects of optimal mental health and wellbeing among college students. It examines the question of what is required for college students to both feel their best and function at or near their highest levels. It also discusses the characteristics of peak mental health, including its transient nature. Predictive factors such as exercise, diet, sleep and social connection will be explored. Regarding the features of optimal wellbeing, the following variables are described: integrity, values, mindfulness, self-compassion, flow and resilience. These variables are considered in an integrated fashion as components, as well as byproducts, of wellness. Hettler’s multidimensional model of wellness is presented at the outset of the chapter, followed by Keyes’ theory of flourishing.

In this chapter, we theorize about online freelancers’ approaches to work flexibility. Drawing from an ongoing digital ethnography of US-based online freelancers pursuing work on digital platforms, our data question the common conceptualizations around the flexibility of online freelancing. We posit that the flexibility of where to work, not when to work, is the most important attribute of their work arrangement. Our data show (1) the online freelancers in our study prefer the stability and sustainability of full-time work over freelancing when both are offered as remote options; (2) full-time remote employment increases these workers’ freelancing control / flexibility; (3) these workers keep freelance work options open even as they transition to more permanent full-time work arrangements. We discuss how these findings relate to workplace culture shifts and what this means for contemporary working arrangements. Our insights contribute to the discourses on knowledge-based gig work and for what it means to study individuals online.

Sport organizations’ use of corporate social responsibility (CSR) has become commonplace. Similarly, academic inquiry into the CSR phenomenon has become almost as ubiquitous. However, this paper argues that a group has been forgotten about in the literature surrounding sport and CSR: the campaign beneficiary, especially in sport-based CSR research. After all, CSR campaigns are intended to support a certain group.

Using a social identity theory and social identity complexity qualitative framework, this paper analyzes the perceptions of the National Football League's (NFL) Salute to Service military campaign among service members, veterans and families.

After collecting data via a series of 16 interviews, while service members stated that the service members appreciated the campaign and appreciated what the NFL seeks to do through the campaign, this specific Salute to Service did not have a significant cognitive and behavioral impact for these military consumers.

This work builds on prior CSR beneficiary literature, providing an opportunity to further expand ways in which sport organizations can make sports organizations' CSR campaigns more impactful.

The intention of the empirics is to contribute to the general understanding of investor responses to market price shocks. The authors review assumptions about investor behavior in response to price shocks and investigate alternative rebalancing heuristics.

The authors use market data over 40 years to define market shocks. Portfolio rebalancing implements constrained Markowitz mean-variance (MV) heuristics.

Momentum rebalancing in portfolio management outperforms contrarian rebalancing in the study interval. Sensitivity analysis by decade, sector constraints and proportion of security holdings bought or sold continue to support momentum rebalancing.

The results are consistent with under-responding to price shocks at consensus levels in financial markets. The theoretical background provides a basis for experimental lab studies of shocks of different magnitudes under conditions in which participants have information on the levels of other participants and a condition in which they can only observe their previous estimates.

Managing portfolios in the face of price disturbances of different magnitudes is informed by empirical studies and their implications for investor behavior.

This is the first study the authors can locate that uses market data with alternative rebalancing heuristics to estimate price returns from the respective heuristics over a time interval of 40 years. The authors support the results with sensitivity estimates and consider implications for the underlying agent heuristics in light of background studies.

This chapter shows that students' counter-storytelling revealed feeling tolerated, invisible, isolated, and judged as well as needing to prove oneself, overcome stereotypes, and act as the spokesperson for one's race based on the dissertation conducted by April M. Clay, one of the authors. Through critical race theory (CRT), it can be gathered from the responses that race and racism affect the African American students' quality of life in school. Whether they said race played a significant role explicitly or implicitly, the participants' counter-stories revealed a shared experience of feeling outcasted.