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Within the current offender personality disorder (OPD) pathway in the UK, black, Asian and minority ethnic (BAME) populations are underrepresented. Fewer BAME offenders are engaging with services despite being proportionately identified for inclusion and referred on to the pathway. The paper aims to discuss this issue.

This qualitative study explored the experiences of 11 BAME men engaged in a prison-based OPD service for young offenders to identify the highlights and challenges of engagement within the service and to what extent they experienced a sense of inclusion/belonging.

Thematic analysis was used to identify three overarching themes and sub-themes. Why am I going to be an Outcast? describes the barriers to engagement encountered by the participants; and Give it a Try and Nothing but Respect describe the process of overcoming these barriers. Barriers revolved around the experiences of judgement, alienation and hopelessness. These were overcome through peer encouragement, developing relationships with staff and freedom to regulate levels of engagement.

Practice and policy implications are considered to support similar services in addressing the barriers to engagement faced by BAME individuals. Areas for future research are also recommended.

Currently, no research has directly explored the under-representation of young BAME offenders with emerging personality disorder in the OPD pathway. The findings provided an insight into some of the difficulties these young BAME offenders faced when accessing this service, alongside aspects which maintained their engagement.

This chapter examines cultural value creation through the 24 Carrot Gardens Project. Initiated by artist and curator Kirsha Kaechele of the Museum of Old and New Art, the vision of 24 Carrot Gardens is to ‘sow seeds of lifelong learning’ in the areas of health, well-being and sustainability across school communities in Tasmania, Australia. What has eventuated over its five years is a complex relationship between the artful ‘gold standard’ delivered by professional artists and a contemporary art museum with an integrated teaching and site-based learning across the arts and sciences. Designed in response to the local environmental, cultural and socio-economic context, 24 Carrot Gardens has contributed to a growing sense of community engagement, interdisciplinary learning and a strong foundation of networked donor investment. With these multilayered interests across a diversity of stakeholders and partnerships, many competing systems of value are at play, with the potential to contribute a new value creation. Firsthand accounts of project contributors are situated amongst the scholarly literature to produce an examination of value exchange and creation including the cultural values identified in 24 Carrot Gardens: artistic and creative, economic and industrial and education and environmental. Following this interrogation of the expressed values in this case study, we offer a foundation for a new framework for understanding local cultural value.

This chapter examines birth outcomes of patients enrolled in Familias Sanas (Healthy Families), an educational intervention designed to reduce health disadvantages of low-income, immigrant Latina mothers by providing social support during and after pregnancy.

Using a randomized control-group design, the project recruited 440 pregnant Latina women, 88% of whom were first generation. Birth outcomes were collected through medical charts and analyzed using regression analysis to evaluate if there were any differences between patients enrolled in Familias Sanas compared to those patients who followed a typical prenatal course.

Control and intervention groups were found to be similar with regard to demographic characteristics. In addition, we did not observe a decrease in rate of a number of common pregnancy-related complications. Likewise, rates of operative delivery were similar between the two groups as were fetal weight at delivery and use of regional anesthesia at delivery.

The lack of improvements in birth outcomes for this study was perhaps because this social support intervention was not significant enough to override long-standing stressors such as socioeconomic status, poor nutrition, genetics, and other environmental stressors.

This study was set in an inner-city, urban hospital with a large percentage of patients being of Hispanic descent. The study itself is a randomized controlled clinical trial, and data were collected directly from electronic medical records by physicians.

The historian, Arthur M. Schlesinger (1999), once wrote that “a basic theme of American history has been the movement, uneven but steady, from exclusion to inclusion” – a movement “fueled by ideals” (p. 173). He might well have been talking about the United States’ public education system where it has become evident that segments of its pupil population have been overlooked or neglected. The good news is that there have been some efforts to ameliorate this problem. However, despite these efforts, there continues to be lingering problems for culturally and linguistically diverse students with gifts and talents. In this chapter, we address how to maximize the success potential of these students.

Louisiana State University (LSU)’s Office of Strategic Initiatives (OSI) is an award-winning office devoted to developing effective, educational approaches that incorporate guidance and exploration, increase students’ academic standing, and support measures to improve the institution’s diversity, predominantly in science, technology, engineering, and mathematics (STEM) departments. Through the incorporation of three main factors, Mentoring, Education, and Research, OSI has developed a holistic development model that offers students strategies to overcome those factors that affect their persistence in STEM. OSI houses several programs with a diverse population of students ranging from the high school to doctoral levels. Although varied in student population, these programs unite under the holistic development model to provide support and opportunities to students at each critical educational juncture. OSI’s holistic approach has successfully supported over 135 high school, 560 undergraduate, and 100 graduate students. Of the 560 undergraduate students served, 51% were underrepresented minorities and 55% were women. The undergraduate initiatives have garnered 445 bachelor’s degrees, with 395 degrees from STEM disciplines, and an impressive overall graduation rate ranging from 64% to 84%. Through all of the remarkable work performed in OSI, the greatest accomplishment has been the capacity to offer students from mixed backgrounds tools and strategies to thrive at any point in their academic career.

The primary purpose of this chapter is to describe intensive multicomponent reading interventions for use in Response to Intervention (RTI) implementation within elementary and middle schools. In early elementary grades, RTI has a focus on prevention through effective classroom instruction and increasingly powerful early interventions to meet student needs. By contrast, in middle school, the focus of RTI shifts to remediation and the provision of interventions with the power to help more students to be able to read on grade level. First, we provide an overview of RTI and explain the notion of treatment validity within RTI implementation. Next, we describe a kindergarten study that illustrates how the intensity of delivery may impact expected outcomes at Tier 2 and then summarize research on extensive interventions for the primary grades. Then we summarize remedial interventions for older students and examine the percent of older students whose reading could be normalized by focusing on a newly developed intensive middle school remedial intervention that incorporates code- and meaning-focused instruction in a peer-mediated format. Finally, we will discuss RTI challenges and implementation issues.

To report on keynote presentations at the 44^th Annual LACUNY Institute held on May 18, 2007 in New York City, New York.

Conference report. Findings: The annual conference aims to provide attendees continuing professional education, invited papers and social events.

Provides a review of some of the events of the conference.

To conduct a content analysis of the portrayal of Frederick W. Taylor in management and psychology textbooks to reveal differences both within and across disciplines.

Forty‐four textbooks from six sub‐disciplines within management and psychology were content analyzed for the amount and accuracy of the material presented about Taylor and the extent to which key terms were included in these descriptions.

The data show that more information is provided in the management texts and the majority of the information conveyed across disciplines appears accurate.

Not all textbooks were examined within all sub‐disciplines within management or psychology or all sub‐disciplines to which Taylor ostensibly contributed. Future research is needed to determine why Taylor is portrayed differently across texts.

Results have important teaching implications as they reveal how accurately textbooks portray one controversial historical figure and what students are learning. Students might be encouraged to consult original sources and information beyond the text. Textbook authors should be held accountable for the accuracy of the information in their texts and may find the comparison information informative. Instructors may find the results useful when selecting a new text.

This paper depicts variability in how historical figures are depicted in textbooks, which is an important part of management history education.

The purpose of this paper is to explore how a mentor training intervention affected research scientists’ perceptions of diversity and their subsequent behaviors.

Data were originally collected as part of a randomized controlled trial measuring the effectiveness of a research mentor training intervention that covered six mentoring competencies, including addressing diversity. Here, the results of a secondary qualitative analysis of interviews with trained mentors, 135 faculty from 16 institutions from across the USA and Puerto Rico, are reported.

Analyses provide insights into how the diversity content of a mentoring intervention is interpreted, internalized, and acted upon. Mentors reported increased awareness, an expanded understanding of diversity and the implications of human differences, as well as a greater recognition of personal biases. While some were able to act on that increased awareness and make changes to their mentoring practice, most did not report doing so.

Well-designed mentor training incorporating culturally aware practices could better prepare mentors to work successfully with mentees from diverse backgrounds. Cultivating a more culturally diverse scientific community is of benefit to science as well as society.

Little is known about how faculty perceive diversity or internalize training content on the topic, either within the context of mentoring or more broadly. This exploratory study provides unique insights into these phenomena and invites further research. Implications for mentoring relationships, mentor training initiatives, and efforts to address diversity are discussed.