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Purpose – Are members of socially dominant groups aware of the privileges they enjoy? We address this question by applying the notion of hypocognition to social privilege. Hypocognition is defined as lacking a rich cognitive or linguistic representation (i.e., a schema) of a concept in question. By social privilege, we refer to advantages that members of dominant social groups enjoy because of their group membership. We argue that such group members are hypocognitive of the privilege they enjoy. They have little cognitive representation of it. As a consequence, their social advantage is invisible to them.

Approach – We provide a narrative review of recent empirical work demonstrating and explaining this lack of expertise and knowledge in socially dominant groups (e.g., White People, men) about discrimination and disadvantage encountered by other groups (e.g., Black People, Asian Americans, women), relative what members of those other groups know.

Findings – This lack of expertise or knowledge is revealed by classic cognitive psychological measures. Relative to members of other groups, social dominant group members generate fewer examples of discrimination that other groups confront, remember fewer instances after being presented a list of them, and are slower to respond when classifying whether these examples are discriminatory.

Social Implications – These classic measures of cognitive expertise about social privilege predict social attitude differences between social groups, specifically whether people perceive the existence of social privilege as well as believe discrimination still exists in contemporary society. Hypocognition of social privilege also carries implications for informal interventions (e.g., acting “colorblind”) that are popularly discussed.

This paper aims to review the history of black and minority ethnic housing associations in England since the arrival of Commonwealth migrants.

Drawing on the theoretical framework of Lawrence and Buchanan (2017), the authors examine the interplay of institutional control, agency and resistance, in a highly racialized context.

The authors identify five phases in the development of grassroots organizers into housing associations, describing the different types of “institutional work” involved in challenging racialized institutions and establishing new institutions. The exercise of episodic power to achieve institutional agency created resistance from powerful actors seeking to maintain systemic power. The growing movement for black and minority ethnic housing fought to establish organizational legitimacy. Achieving this not only enabled them to serve and represent their communities but also entailed compromising more radical political agendas.

Racialized aspects are largely lacking from institutional theory, as are the actions of racialized individuals and organizations. In looking at a highly racialized context, the authors hope to contribute to understanding the institutional work done by such groups and the challenges they face as their efforts develop and become legitimated.

The Purdue University Libraries have created a more favorable learning environment for Purdue's visually impaired, learning disabled, and physically disabled students by offering adaptive technologies through a project called Adaptive Learning Programs (ALPS). ALPS makes the learning environment more accessible to students by providing the following services: Taped Text Program, Adaptive Equipment Loan Service, ALPS Lab, and ALPS Instructional Services.

When it comes to establishing a computing environment that genuinely accommodates the range of human abilities, librarians are both cognizant of needs and capable of fulfilling those needs. They are cognizant of needs because almost everyone uses some sort of technology—glasses, adjustable chairs, computer wrist pads, Braille printers—to adjust a computing environment to his or her particular ability range. They are capable of fulfilling those needs because, even if they know nothing about making computers accessible to people with disabilities, they know how to obtain essential knowledge about their libraries: budget, needs of their clientele, current and planned computing systems, and a range of other crucial factors.

International assessment data consistently indicate that when compared to their peers from other major developed nations, American students, irrespective of their race, underperform in reading and mathematics (Darling Hammond, 2010; NCES, 2011; PIRLS, 2011; PISA, 2009; TIMSS, 2011). Within an American context, African American males generally have the lowest reading scores as compared to their White peers (Husband, 2012; NCES, 2011; Schott Foundation, 2010; Spellings Report, 2006). Existing research indicates that these disparities in academic performance are a result of inequalities in access to quality education and differences in the treatment of students, which are deeply imbedded in historical patterns of racial, gendered, and class discrimination. However, past studies also indicate that these same students optimize their learning experiences and become high performers when they receive high quality instruction and school enrichments. Thus, this chapter examines the use of Readers Theater as an instructional model that may help to enhance the school achievement of student groups, such as African American males. The chapter documents the challenges that Black males face in schools and proposes performing arts education as a mediating mechanism and reading enhancement tool. Additionally, it includes an in-depth description of Readers Theater and examines several studies on this instructional method and its potential impact on African American males and their reading skills.

Organizational fields are shaped by both the relations that organizations forge and the language they express. The structure and discourse of organizational fields have been studied before, but seldom in combination. We offer a methodological approach that integrates relations and expressions into a comprehensive visualization.

By mapping networks and discourse as co-constitutive, the method illuminates the mechanisms active in organizational fields. We utilize social impact evaluation as an issue field shaped by the presence of an interstitial community, and compare this structure with simulated alternative field configurations.

The simulations reveal that variation in organizations’ openness to adopting concepts from adjacent meaning systems alters field configurations: differentiation manifests under conditions of low overall openness, whereas moderate receptivity produces hybridizations of discourses and sometimes the emergence of an interstitial community that bridges domains. If certain organizations are open while others remain focused on their original discourse, then we observe integration in the discursive domain of the invariant organizations.

The observations from the simulations are represented by visualizing organizational fields as topographies of meaning, onto which interorganizational relations are layered. This representation localizes organizations and their interactions in a cultural space while emphasizing how meanings of relationships and organizational expressions vary with different field configurations. By adding meaning to network data, the resulting maps open new perspectives for institutional research on the adaptation, translation, and diffusion of concepts.

This paper presents the application in circuit simulation of a method for model reduction of nonlinear systems that has recently been developed for chemical systems. The technique is an extension of the well‐known balanced truncation method that has been applied extensively in the reduction of linear systems. The technique involves the formation of controllability and observability gramians either by simulated results or by measurement data. The empirical gramians are subsequently employed to determine a subspace of the full state‐space that contains the most significant dynamics of the system. A Galerkin projection is used to project the system onto the subspace to form a lower‐dimensional nonlinear model. The method is applied to a nonlinear resistor network which is a standard example for exemplifying the effectiveness of a nonlinear reduction strategy.

This study explores the interplay between macro- and micro-level predictors of psychological well-being related to work and family. We use nations as the context and investigate how country-level gender equalities and gender norms affect individual well-being and its relationship to micro-level predictors.

Social role explanations suggest that women’s vulnerability in mental health is due to socially assigned gender roles and gendered socialization. We utilize multi-level modeling and data from the International Social Survey Programme 2002, to examine how the societal level gender climate impacts the effects of gender roles on psychological well-being for married and employed men and women in 33 countries.

Gender differences in mental health remain, but larger differences are observed in less egalitarian countries regarding gender. Also, caring roles are negatively associated with women’s psychological well-being to a greater degree than men’s, and the negative impacts are stronger in more egalitarian countries. Furthermore, men show lower well-being regarding work responsibility, but the gender effects are weaker in more egalitarian countries.

Our psychological well-being is affected not only by the actual role behaviors but also by how we each perceive these roles.

This study provides a broader picture of the relationship between gender and psychological well-being related to work and family. It also illustrates complex relationships between macro-level gender climate and individual-level psychological well-being and how structural differences may impact individual outcomes.

Desegregation still remains a pressing issue of many of the Historically Black Colleges and Universities (HBCU) in the United States. This chapter provides a historical narrative of the history of desegregation in the United States, and how legal ruling impacts recruitment and retention of non-Black students at HBCUs. In addition, this chapter will examine landmark desegregation court cases and current challenges imposed upon historically black colleges. Finally, implications will be provided for administrators at public HBCUs.

History-based trade books are an essential classroom option for social studies and English teachers. Professional organizations in history, social studies, English, reading and literature promote these engaging, age-appropriate secondary sources. Research suggests that misrepresentations appear often within history-based curricula, yet the majority of empirical studies have been completed on textbooks. The purpose of this paper is to examine the historical representation of Thomas Jefferson within trade books.

The data sample included trade books targeting various ages to make comparisons within and between grade ranges; the authors selected books published in distinctly different years to examine how Jefferson’s historical representation changed over time. The mixed methods content analysis used both open coding and axial coding.

Findings included sanitized versions of slavery at Monticello and omissions of his relationship with Sally Hemings. Date of publication, particularly those published after 1999 as new scientific evidence emerged linking Hemings and Jefferson, and intended audience shaped patterns of representation about Jefferson’s privileged social position, authorship of the Declaration of Independence, political philosophy and involvement in the American Revolution, to mention a few. Heroification, a common historical misrepresentation, did not appear.

Limitations included: uneven portions of the data pool as children’s and young adult trade books were not common in early and mid-twentieth century; organization of books by grade range is problematic due to inexact nature of ranking narratives’ complexity; and definitive conclusions cannot emerge from a single study. Future research should consider how trade books represent other historical figures, particularly slave-owning American presidents.

Practical suggestions, such as how to address misrepresentations using primary sources, are offered.

Thomas Jefferson, undoubtedly an impactful American, is frequently included in elementary, middle level and high school curriculum. The authors examined Jefferson’s historical representation within trade books.