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Outlines the development of Mercosur (South American economic bloc) and considers the assertion that it protects inefficient Brazilian industries and has failed to create extra trade. Analyses selected 1990‐1997 data for Brazil, Argentina, Paraguay and Uruguay to show that trade and foreign investment have increased since its formation in 1991; and compares the impact on trading patterns and trade balances for all four countries. Admits that Mercosur has some way to go in establishing a common market and has not increased exports to the rest of the world to the extent expected, but regards it as a qualified success.

In many countries, service workers' (e.g. restaurant staff, bartenders) income depends highly on tips. Such workers are often female and targeted by sexual harassment. The purpose of this paper was to investigate whether the mode of compensation (tips vs. no tips) could play a causal role in the perceived legitimacy of sexual harassment.

In an experimental study (N = 161), the authors manipulated the source of income of a fictional female bartender (fixed income vs. smaller fixed income + tips) as well as whether she or her boss chose her (sexualized) clothing. The authors then asked male participants in an online survey to imagine being her customer and to form an impression of her.

The bartender was viewed as more sexualized, more manipulative and sexual behaviors toward her were perceived as more legitimate when she received tips. Further, the effect of tipping on the legitimacy of sexual behaviors was mediated by perceptions that she was manipulative. The target was perceived as more manipulative when she chose her clothes than not.

The study is an online scenario study and, as a consequence, assesses only judgments rather than actual behaviors.

Encouraging fixed salaries rather than tipping could reduce the occurrence of sexual harassment.

The present work suggests that tipping may play a detrimental role in service workers' well-being by contributing to an environment in which sexual harassment is perceived as legitimate.

To the authors’ knowledge, this is the first study showing that mode of compensation can increase the objectification of workers and legitimize sexually objectifying behaviors toward them.

The purpose of this study is to examine how women entrepreneurs are building embeddedness into male-gendered fields and how they are creating embedding in such fields in practice.

The qualitative methodology and three indicative case stories within gastronomic industry are illustrated and analysed.

The contribution of this study lies in the examination of the multifaceted embedding building process from dis-embedded, marginalised and suppressed position by women entrepreneurs. This was achieved with the help of building embedding through two strategies: sameness, that is, becoming one of the boys and then becoming a challenger, thereby enhancing their professional position.

The study is subject to limitations; a small sample is not suited for the generalizability of results. The most important implication of this study is the identification of the process of building embeddedness as the most critical resource for women’s entrepreneurship that should be supported by the scholarly and business community.

The theoretical framework developed for this study laid the foundation for developing literature on the embeddedness of women’s entrepreneurship and how the process of creating embedding becomes instrumental in business ownership.

Many youth leadership organizations exist today and provide a variety of leadership experiences. One such organization provides a week long leadership experience to high school students with its primary purpose being to guide students through a process of identifying a community need and developing a plan to address that need. This article reports on two qualitative case studies which investigate this leadership education tool and its impacts on the students’ involved, as well as the participating communities. The Living to Serve plans (LTS), the capstone leadership education experience, which the students develop are used to help students understand the process of identifying problems and solving those problems through identified steps.

The purpose of this paper is to elaborate how an adult development perspective can further the understanding of developmental networks as holding environments for developing leaders confronted with challenging experiences.

The article utilizes constructive developmental theory (C‐D theory) to explore and address the implications of an adult development lens for leader development, especially as they confront complex leadership challenges that trigger anxiety.

Theoretical propositions suggest different kinds of holding behaviors (e.g. confirmation, contradiction, and continuity) necessary for enabling growth and effectiveness for leaders located in different developmental orders.

Propositions offered can guide future researchers to explore how leaders confronted with different kinds of leadership challenges sustain responsive developmental networks over time and how the developers in the leader's network coordinate to provide confirmation, contradiction, and continuity needed for leader development.

Leaders and their developers should reflect on how developmental orders may determine which types of holding behaviors are necessary for producing leader effectiveness amidst challenging leadership experiences. Organizations should provide assessment centers and appropriate training and development interventions to facilitate this reflection.

This paper demonstrates the important role that developmental relationships play in leadership effectiveness and growth over time. Individuals and organizations are urged to attend to the quality and availability of high quality developmental relationships for purposes of continuous learning and development.

This article re‐conceptualizes developmental networks as holding environments that can enable leader's growth as an adult and, hence, increase their effectiveness as leaders amidst complex leadership challenges.

The purpose of this study is to explore decision-making of elementary teachers (n = 5) specific to US/American history content and curricular resources. More specifically for this study, the author asks the following broad research question: When presented with a collection of social studies instructional resources, how do elementary teachers describe the choices they do make/may make?

In this comparative case study, fifth-grade teachers were interviewed using verbal protocol methodology, they discussed their curriculum, teaching and instructional decisions as each was presented with history/social studies resources associated with newly adopted state standards.

Findings indicate these elementary teachers have professional freedom to make instructional decisions in the ways they interpreted the standards, design instruction and select materials for social studies.

This study contributes to and extends the research in elementary social studies. Teachers' voices and decisions are presented as intellectual and pedagogical actions associated with teaching elementary school social studies.

Given the challenges of remote learning and the pandemic’s disproportionate impact on communities of color, this paper aims to present the voices of teacher candidates of color working on the frontlines of remote learning in communities of color hard-hit by the pandemic and to understand changes made in the shift to remote instruction for teacher education at the university level.

Two teacher candidate narratives are presented as case studies along with findings from a self-study on the changes necessitated by remote instruction in two teacher preparation courses at the university level.

Findings underscore teacher candidates’ fortitude amidst compound stress. Emergent themes included flexibility, adapting, reaching out for help, problem-solving and drawing on their own experiences. Themes also included struggle, fatigue and feelings of incompetence. At the university level, teacher education preparation required flexibility and opening up space for collaborative problem-solving.

In urban communities of color, pre-pandemic disparities in under-resourced public schools not only persisted but were intensified by the pandemic’s unequal impact on people of color. This study foregrounds the voices and experiences of teacher candidates of color teaching remotely, providing contributions to the field derived from their lived experiences. Their voices are essential data, bringing much needed attention to obstacles of remote teaching in communities of color and to the resourcefulness teacher candidates demonstrated in service of multicultural education.

Using a systems‐based approach to creativity and a sociocultural constructionist approach to learning, this study aims to highlight how creative ideas emerge within a community and spread amongst its members.

Using a design‐based approach to research, this study took place within the social media environment, Quest Atlantis. Chat data were collected from 85 participants and screenshots were taken of the virtual architecture designed and built by players in the Quest Atlantis environment, in an effort to explore the nature of creativity and collaborative learning within the context of virtual 3D architectural construction.

The findings illustrate the rise and spread of creativity in online communities and also point to the social and cultural nature of creativity.

This study, the first of its kind, focuses on how creativity operates within a single community in order to draw implications about digital creativity more broadly.

Implications for designing virtual and physical communities to promote creativity are discussed.

Documenting and analyzing an entire creative system in the everyday world can be a challenging endeavor. Social media, by contrast, offer an opportunity to document, describe, and analyze creativity, extend Csikszentmihalyi's work into the realm of social media and push back on current conceptions of digital creativity.

The Industrial Society‐in spite of its name—has for many years been concerned with the retail trade, and now has a thriving retail department headed up by Tina Tietjen. Some very distinguished retail companies utilise the Society's training services, as she explains in this article.

Based on an institutional perspective, this study explores the role of management accounting (MA) in promoting or impeding changes in the employees' conceptions of shopfloor worker responsibility in a company trying to implement a continuous improvement (CI) working practice.

An ethnographically inspired research method is needed where weekly CI meetings in two workgroups were observed over a period of eight months and in‐depth interviews with managers and operators were conducted regularly.

The study reveals that active and skilful exploiters of inconsistencies within social arrangements may use MA as one important way of transforming a traditional vertical view of worker responsibility into a more horizontally‐oriented view by: creating collective reflection and reasoned analysis of the limits of the present order, and visualising and justifying an alternative model(s) of social behaviour. However, the study also shows that MA may contribute to the reinforcement of a vertical view by the use of group‐level measures strictly as a one‐way performance monitoring device.

The study highlights that “contradictions” between social orders may not only nurture institutional stability, but may also be a necessary (although not sufficient) condition for institutional change.