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This chapter considers some of the divergent outcomes of youth mobilization and participation in offline spaces, particularly in the youth nonprofit. Critics of youth online political participation detail several shortcomings of online activism as compared to offline activism, but in so doing, these critics venerate offline activism as a utopic alternative. Based on qualitative research in three organizations that mobilize youth around issues of education reform, this chapter demonstrates that the offline youth activist nonprofit fosters political power among some youth while burning out other youth. For teenage activists, these nonprofit organizations offer political education, institutional leverage, and foster political efficacy. At the same time, older youth organizers who are paid staff in these same organizations struggle with having to reign in the radicalism of the youth they mentor, while performing invisible labor around the demands of their organizational funders. These organizational pressures work to burn out youth organizers and steer them away from politics. Online forms of youth activism bring about outcomes that both enhance the political capacities of youth as well as hinder their potential to transform social injustices. Far from utopic, offline movement contexts also foster these contradictory outcomes and should be considered more critically in the debates over the merits of offline versus online activism.

Over the last several decades, the social movement sector in the United States has been professionalizing, creating a large number of highly professionalized, formal social movement organizations. And yet, over the last decade, digital technologies have been used to undermine long-settled distinctions between producers and consumers in a number of areas of social and economic life as relative amateurs engage in production (e.g., citizen journalism). Drawing an analogy between protest organizers and producers on the one hand, and protest participants and consumers on the other hand, it would seem possible that digital technologies could be used to up-end brightline distinctions between organizers and participants in the protest sector as well. I outline two different ways these prosumptive forces could shape protest and then use a five year panel dataset on websites across 20 different social movement areas to understand the net effect of prosumptive versus professionalizing trends. Findings suggest that while there has been some adoption of disruptive digital technologies by protest-related websites, the majority of sites still limit and circumscribe participant participation to pre-choreographed actions. Findings shed important light on the continuing social organization of protest in the dawning of the digital age.

Scholars have long argued that churches play a critical role in mobilizing communities marginal to the political process, primarily by pooling resources, disseminating information, and providing opportunities for members to develop community networks, leadership, and civic skills. However, recent research suggests that churches only serve as effective mobilizing institutions when they engage in direct political discussion and recruitment. Even so, churches may face economic, legal, and institutional barriers to entering the political sphere, and explicit political speech and action remain rare. Through an analysis of two years of ethnographic fieldwork following faith-based community organizers attempting to recruit Spanish speakers throughout a Catholic Archdiocese into a campaign for immigrant rights, this paper explores the institutional constraints on church political mobilization, and how these are overcome to mobilize one of the most politically marginal groups in the United States today: Hispanic undocumented immigrants and their allies. I argue that scholars of political engagement must look beyond the structural features of organizations to consider the effects of their institutionalized domains and practices. While churches do face institutional barriers to political mobilization, activists who specialize their recruitment strategy to match the institutional practices of the organizations they target can effectively overcome these barriers to mobilize politically alienated populations.

Research readings groups represent a recent innovation in accounting doctoral education that appears to be spreading at research-oriented universities. In this chapter, the authors describe how accounting research readings groups can serve as a mechanism to engage doctoral students in the consumption and discussion of research throughout all phases of the doctoral program. An accounting research readings group supplements the breadth of knowledge gained in doctoral seminars by adding depth of knowledge in a focal research area. The authors offer insights from the educational psychology literature to justify research readings groups as a form of team-based learning and then offer suggestions on the formation and operation of these groups. The authors enumerate the many benefits that these groups afford to both doctoral students and faculty members. The authors also distribute a survey to faculty organizers of the existing accounting research readings groups and share the results of this survey to supplement their advice with firsthand experiences, the authors also share the results of a survey distributed to faculty organizers of existing accounting research readings groups. The authors’ goal is to encourage the use of accounting research readings groups to inspire, foster, and enhance the research culture within accounting departments and doctoral programs.

This case study of a union organizing drive at a Whole Foods Market, the world's largest natural and organic foods supermarket chain, considers the impact of the company's employee participation scheme and the accompanying organizational narrative on the outcome of the unionization effort. By relying on the language and symbolism of the existing organizational narrative, union organizers were able to give meaning to their movement, but not without limiting the movement's potential for significant change and success. Ultimately, their efforts served to reinforce the organizational narrative and the existing employee participation scheme, not transform it. Based on this case study, I argue that organizational narratives are an important location of organizational control.

A current vision of education in America today is that all students be science literate. To accomplish this, educators and teachers need to be aware of the challenges involved in promoting science literacy: science literacy encompasses a wide range of knowledge, including construction of knowledge, use of that knowledge, and recall of critical facts necessary to apply scientific information in the world today. In addition, teachers and educators need a knowledge of the issues of “inclusion” since students of diverse abilities, including those with disabilities and others at risk for school failure, are being educated, as much as possible, in general education classrooms taught by content experts.

A bridge to span the gap between the challenges of science literacy for all students and the complexities of student diversity is Content Enhancement – instruction that responds to the needs of students of diverse abilities while maintaining content integrity by focusing on the critical information that all students need to know. In Content Enhancement, the teacher helps students learn by organizing information, providing explicit instruction when necessary, and assuring that students are active partners with the teacher and other students in the construction of knowledge. Graphic organizers and instructional sequences have been developed to help teachers organize information at the course, unit and lesson levels; learn to answer large, difficult questions with ideas that can be generalized to other settings; explore and manipulate knowledge by developing analogies and comparisons; and respond to assessments.

Secondary-level students with emotional and behavioral disorders (EBD) have significant academic and behavioral difficulties that require expert instruction to improve school and transition outcomes. Tensions between free and appropriate public education (FAPE) and least restrictive environment (LRE) mandates occur in the planning and delivery of specialized instruction and supports to these students. In this chapter, we consider alternate conceptions of freedoms as they may relate to the provision of special education services. However, a recent Supreme Court ruling highlighted the importance of FAPE in consideration of the student’s individual circumstances. This emphasis on FAPE poses a significant challenge for teachers, who may be unprepared and insufficiently supported to be effective. As a result, it may be advantageous to organize effective practices according to a taxonomy that is based on the types of performance demands that are placed on students in secondary classrooms. The taxonomy we propose provides a framework to support teacher training and decision making. We provide an overview of the performance demands placed upon students with EBD in secondary grades. Examples of effective practices to improve student performance for each type of demand are provided.

Thousands of young people traveled to London to attend their favorite “High Ten” world famous pop girl band performing in the O2 Arena. Ten minutes before show time the organizers informed the fans that the concert was canceled due to Alyssa’s, one of the four-piece band singers, sudden illness. The disappointed fans were instructed to leave the venue and wait for a news release on the following day.

Critics increasingly highlight the dark sides of the sharing economy resulting from the insufficient regulation of competition, labor, or taxes in its for-profit sector. In this chapter, the authors argue that regulatory solutions for the sharing economy hinge on the understanding of the ways in which the sharing economy is organized. Here, digitalization undermines established regulation through underlying organizational shifts pertaining to places, labor inputs and output responsibilities. Mapping out the field of actors that are or could be involved in regulating the sharing economy, the authors highlight a particular role played not only by digital platforms as market organizers, but also of a variety of other public and private actors such as standard setting organizations, social movements, trade unions, organized buyers and sellers, incumbents, or policy makers. The authors suggest that an understanding of sharing economy markets as fields can not only capture the highly organized nature of the sharing economy, but also serve to untangle the contestations and power dynamics unfolding among various actors engaged in different regulatory issues associated with the sharing economy. Seeing “Uberization” as a next development stage away from the modern corporation after global supply chains, the authors highlight regulatory challenges associated with the even more individualized and dispersed way in which sharing economy markets are organized and also discuss new opportunities for regulation provided by digital technology.

Social movement scholarship points to the significance of collective identity in social movement emergence. This chapter examines the relationship between structural identities, such as race, gender, and sexuality, and the collective identity of student activist conferences in order to analyze how groups succeed or fail at engaging difference. Utilizing ethnographic participant observation at two student activist conferences – one of majority Black students and the other of majority white male students – this chapter employs an intersectional framework in analyzing the resonance of organizational collective action frames. This chapter finds that cultural resonance, frame centrality, and experiential commensurability are all important factors in engaging difference, and that the utilization of political intersectionality in framing may shape frame resonance. This framework that applies intersectionality to framing contributes to social movement analysis by recognizing how structural identities shape collective identity and group mobilization.