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This chapter discusses the steps taken to access and use the ACS five-year data. The format of the data is discussed pointing out the fact that there is no requirement that an ACS five-year variable holds data for the same field year to year. The development of a cross-reference table is discussed allowing the data to be accessed by a common label.

Within North American institutions of higher education, the sociopolitical construct of whiteness comprises an often implicit set of lessons that are reflected not only in policy and curricula but also in the teaching practices of faculty. Such lessons perpetuate white centricity and supremacy, at enormous costs to those who have been negatively racialized. Therefore, it is critical for white faculty to engage meaningfully with ongoing processes of self-reflection, self-education, and skill development so that they can contribute positively to the interrogation and disruption of whiteness in higher education. This chapter discusses seven processual considerations for white educators who seek to interrogate and disrupt the problem of whiteness in teaching and learning.

Human resource (HR) process research emerged as a response to questions about how (bundles of) HR practices related to organizational outcomes. The goal of HR process research is to explain variability in employee and organization outcomes by focusing on how HR practices are intended (adopted) by senior managers, the way that these HR practices are implemented and communicated by line managers, and how employees perceive, understand, and attribute these HR practices. In the first part of this chapter, we present a review of 20 years of HR process research from the start, to how it developed, and is now maturing. Within the body of HR process research, several different research theoretical streams have emerged, which are largely studied in isolation without benefiting from each other. Therefore, in the second part of this chapter, we draw on previous work to propose a staged process model in which we integrate the different research streams of HR process research, recognizing contingencies in the model. This leads us to an agenda for future research and practical implications in the final part of the chapter.

We show political divisions in perceptions of police officers even before the divisive political and social events of 2016. We do so using respondents' interpretations of surprising and ambiguous headlines involving police officers (e.g., assumptions about what happened or who was involved).

We use affect control theory's ABO event structure and derivations of this structure to construct a set of headlines that describe ostensibly good people (A) doing bad things (B) to other good people (O) or are ambiguous on one or more of these components. We present 517 MTurk respondents with a set of seven headlines and collect quantitative and qualitative data on their reactions to, and interpretations of, these headline events.

Police headlines generate interest among readers. When interpreting events, respondents are less likely to modify or redefine police officers compared to other actors. However, assumptions related to ambiguous events involving police differ by political orientation. Liberals view police more negatively than conservatives, in part because they imagine them doing worse things to slightly better people. Qualitative analyses support and shed light on the mechanisms underlying this and other partisan effects.

The research was designed to examine interest in headline structure, not specific actors. Thus, the patterns unique to police and political differences were not an original focus. We believe these inductive results are informative, but a study expressly designed to test hypotheses regarding perceptions of events with police officers is recommended for future work.

Understanding the political divide in perceptions of police and the potential of media coverage for exacerbating these effects is essential and related to ACTs growing interest in meaning divergence.

In this chapter we develop a new approach, based on the identification of strategy classes, to study how firms face multiple demands. The procedure that we propose (called Relational Class Analysis) stems from an analysis of the similarity of associative patterns across multiple observable outcomes, which reflect the underlying set of choices firms make to similarly address demands. Empirically, the study of 18 financial and extra-financial performance outcomes for 3,655 firms shows the existence of three main strategic classes. Drawing on our analysis, we redefine strategy as the set of committed decisions undertaken to resolve trade-offs between multiple concurrent objectives and discuss the implications of our approach for eight core questions for strategy and organizational theory.