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The purpose of this project was to examine the extent to which early-career women faculty in science, technology, engineering and math (STEM) experience working in a chilly interpersonal climate (as indicated by experiences of ostracism and incivility) and how those experiences relate to work and non-work well-being outcomes.

Data came from a sample of 96 early-career STEM faculty (Study 1) and a sample of 68 early-career women STEM faculty (Study 2). Both samples completed online surveys assessing their experiences of working in a chilly interpersonal climate and well-being.

In Study 1, early-career women STEM faculty reported greater experiences of ostracism and incivility and more negative occupational well-being outcomes associated with these experiences compared to early-career men STEM faculty. In Study 2, early-career women STEM faculty reported more ostracism and incivility from their male colleagues than from their female colleagues. Experiences of ostracism (and, to a lesser extent, incivility) from male colleagues also related to negative occupational and psychological well-being outcomes.

This paper documents that exposure to a chilly interpersonal climate in the form of ostracism and incivility is a potential explanation for the lack and withdrawal of junior women faculty in STEM academic fields.

The impending demographic shift in the United States (Vespa et al., 2020) will require leadership educators to reexamine the relationship between diversity and inclusive leadership. Our literature review revealed inclusive leadership has historically not been viewed with a diversity perspective. To better understand the link between diversity and inclusive leadership, we reviewed how leadership scholars, researchers, and authors have described the attributes and impacts of inclusive leaders. Through inductive coding, we identified seven attributes (i.e., characteristics and actions) of inclusive leaders. When these attributes are acted upon, inclusive leaders create various impacts on followers. These impacts are applied to Shore et al.’s (2011) inclusion framework. Both the attributes and impacts are presented to provide information and tools to better equip leadership educators with the knowledge to foster classroom inclusion in diverse classroom environments.

This study compared approaches to school closures in four Latin American countries (Bolivia, Colombia, Ecuador, Peru), describing the impact on the health and educational wellbeing of school-age children and youth, and evaluating their approaches in regard to continuing education through the pandemic.

We collected 75 publicly available documents including scientific and gray literature (government documents and news releases), that referred to school closures and their impact on children’s health and wellbeing. We did thematic analyses using open, axial, and selective coding and applied the latest Health Promoting Schools standards and indicators to the findings.

Results showed that countries followed epidemiological reasons for prioritizing school closures while adopting some policies that abide by Health Promoting School principles. While they emphasized the need to reopen schools so that instruction could continue, school closures were among the longest in the world. The most significant impacts on wellbeing identified in the four countries were related to food security and mental health.

This study focused on a particular set of documents, and it may not capture the full spectrum of relevant information in different contexts or regions.

By comparing school closures approaches among four Latin American countries, this study highlights the importance of context-specific interventions. In a post-pandemic era, lessons learned from these experiences should help foster more resilient and inclusive educational systems and explore the paths forward for following the new Health Promoting Schools framework in the region.

Cross-country qualitative analyses on this topic are rare. This study adds to the knowledge base by eliciting lessons for future health education research and policy efforts.

Academic and research libraries have made many efforts to diversify their workforces; however, today the profession remains largely homogenous. We recognize that diversification cannot be achieved without creating inclusive and more equitable workspaces and workplaces. This requires rethinking our assumptions and behaviors as individuals and as a profession, questioning entrenched structures that maintain the status quo, and developing practices that keep these critical questions in the forefront as we do the difficult work of redefining our infrastructure in order to create equitable and socially just workplaces. To inspire a different type of dialogue, we offer actionable information and tools – strategies, ideas, and concepts from outside our profession. In this chapter, the authors present strategies used by corporations, industries, organizations, or fields outside of academia that have contributed to substantially diversifying their workforces and discuss how they could be integrated into our own workplaces. While these efforts are imperfect, incomplete, or have mixed results, we focus on strategies that demonstrate outside-the-box thinking for our profession, practices that will require academic and research libraries to rethink their operations, the behaviors and structures that support them, and thus the way library management and leadership are practiced. We are hoping that providing strategies outside our profession, as well as guidance on applying these strategies, will create reflection, dialogue, and innovative ideas for our own institutions.

The purpose of this paper is to detect and examine any trends in the self-reported causation of misconduct among officers being considered for dismissal.

The data utilised in this study consisted of show cause notice (SCN) responses. In the process of being considered for dismissal, officers’ may offer the causes of or mitigating factors to their misconduct as a means of avoiding dismissal. This study utilised these responses as a data source. Data collection occurred between January 2013 and October 2016, resulting in a cohort of n=100 responses comprised of between 1 and ~1,000 pages of free text. Qualitative methods were preferred, a conventional content analysis was performed with coding categories derived from SCN response text.

The results of this study indicate noteworthy levels of post-traumatic stress disorder (PTSD) and related mental health issues amongst this cohort, as well as pervasive financial and workplace stressors, which officers frequently link to the causation of their misconduct. Of particular note is the consistent co-occurrence of work-related stressors and health issues, most commonly through formally diagnosed PTSD.

This study indicates an opportunity for support services to impact positively on mental health and stress, and subsequently misconduct among police officers.

There is still very little understanding of the causation of misconduct among police officers. This is the first time that this data have been utilised in any form of the research, it provides valuable insight into a potential alternative method of addressing misconduct to reactionary investigative action.

In this paper I bring together interaction, media, deviance, self, and identity to make sense of how young Singaporeans consume Korean popular (hereafter, K-pop) music and culture. My overarching goal is to highlight that being a music fan is not a straightforward or even easy experience. Rather, the self as music fan is continually developing within a complex variety of social processes, from the circulation of global, mass media representations to inter- and intra-personal interactions. I present data collected from a study on K-pop music consumption in Singapore, a small island-nation in Southeast Asia with an insatiable thirst for foreign culture. The data show how a group of Singaporean K-pop fans were regularly bombarded with largely negative messages about what it means to be K-pop music fans, and how these meanings affected their own negotiations as fans. K-pop fandom provided a sense of shared identity and status within popular youth culture, yet their experiences were often soured by negative media portrayals of deviant fans, whose behaviors risked stigmatizing the K-pop social identity. This paper thus deals with some of the problems for self that being a music fans entails.

This paper aims to present recently published resources on information literacy and library instruction providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2016.

The paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

The Maroon & White Leadership Program at Texas A&M University is a formal leadership program that involves students completing eight leadership experiences including leadership education, training, and development dimensions. Students also reflect on each leadership experience and meet with a leadership coach to synthesize the experience. In our content analysis of 134 reflections from 17 students, we found that students articulate learning in the developing self area of the leadership identity development model including deepening self- awareness, building self-confidence, establishing interpersonal efficacy, and expanding motivations. Applying new skills was not as evident from the reflections. Students also demonstrated a broadening view of leadership in moving to thinking of leadership as a process and not just a position.