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Purpose – Although recent work has made significant contributions to our theoretical understanding of white fragility, more empirical work is needed to establish the social causes of this particular form of racial stress. Our chapter builds on previous research by assessing gender and socioeconomic variations in white fragility.

Methodology/Approach – Data come from the 2018 Survey of White Fragility, a convenience sample of 279 non-Hispanic white undergraduate students aged 18 years and over attending two large public universities in the southeastern and southwestern United States.

Findings – Results indicate that women tend to exhibit higher levels of remorse fragility (feeling sad, guilty, and angry). There were no gender differences in depletion fragility (feeling drained/exhausted, unsafe, attacked, and confused). Parental education was unrelated to levels of white fragility. Overall parental socioeconomic status was initially associated with lower levels of remorse and depletion fragility, but these associations were confounded by a general measure of nonspecific psychological distress.

Research Limitations/Implications – Research limitations include a nonprobability sampling design and low external validity.

Originality/Value of Paper – This study contributes to previous work by establishing gender variations in white fragility. We also reveal that socioeconomic variations in white fragility may be confounded by the broader social distribution of psychological distress.

To locate and assess the significant variables in Obama’s victories and provide a theoretical framework of racism and the racial problematic that explicates why the Obama presidency has been animated by racism and the race problematic.

A demographic profile of Obama’s election is developed in order to assess the results, how different cohorts voted, and explain the critical nuances of why Obama won. A theoretical framework of racism and the race problematic is developed in order to illustrate how racism and the racial problematic function and situate the Obama phenomenon within the critical processes of the American discourse on racism and the fallacy of a post-racial moment. An examination is also made of some of the current trends in how racism continues to define the responses to the Obama public policy agenda.

While Obama was elected and reelected with broad-based support from nearly every voting cohort, racism and the race problematic played out in the campaigns and the general elections, and opposition to Obama’s public policy agenda has been animated by racism.

This assessment argues that a post-racial moment is a fallacy and calls for a rethinking of the theories and approaches to the study of Black politics.

I began my research at two suburban high schools in the spring of 2000, shortly after the one-year “anniversary” of the Columbine High School shootings in Littleton, Colorado. On April 20, 1999, Dylan Kelbold and Eric Harris entered their school and killed 10 classmates and 1 teacher, wounded 23 others, and then took their own lives in the library. It was the worst mass murder ever to take place on school grounds in the United States. I was particularly interested in looking at suburban schools during this time period because statistics showed juvenile crime, and in particular violence within the school systems, was on the decline, yet the perception of school violence seemed unrelated to these statistics (Brooks, Schiraldi, & Ziegenberg, 2000; Cook, 2000; Glassner, 1999). Following the widespread national attention given to the Columbine shootings,¹ public polls showed 71% of Americans believed a school shooting was likely to happen in their community (Brooks et al., 2000). A month after the Columbine shootings, a Gallup Poll found 52% of parents still feared for their children's safety at school (Brooks et al., 2000). I was interested in learning how this perception of violence and fear shaped the everyday lives of kids going to schools throughout the United States. I wanted to know how schools dealt with issues of violence and safety at the local level, and in particular, how discipline and punishment was thought about, practiced, and negotiated within public-school settings.

Serious games are computer games with a primary purpose of educating or training while also entertaining. Literature has established that serious games can enhance learning in the classroom and improve student engagement. However, few studies have analyzed the factors that inhibit the adoption of serious games. The current study extends research by analyzing inhibitors of serious game adoption in an introductory accounting course for MBA students. The accounting mobile challenge (AMC) is a mobile accounting trivia game which utilizes both competitive and collaborative features in gameplay. Results demonstrated that students who identified as collaborative engaged in a greater amount of gameplay while those who identified as competitive did not. Furthermore, independent learners, as well as those who utilized mobile technology more outside of class, more readily adopted the technology. Utilizing the Technology Acceptance Model (Davis, 1989) as a framework, it was predicted that the perceived value of the AMC would increase as students played the game more. Results support this prediction. Finally, a “discouragement effect” was detected as a major inhibitor to utilizing the technology as students who did poorly gave up and discontinued playing the game. This research contributes to the emerging literature on the inhibitors to serious game adoption in accounting.

The COVID-19 pandemic caused an unprecedented crisis in all industries. In the education sector, the pandemic led to the immediate closure of university and college campuses and the migration to online delivery in more than 190 countries in order to prevent the spread of the virus and mitigate its impact. The current study explores students’ perceptions of online accounting course delivery during the COVID-19 pandemic in the United Arab Emirates. Using an online survey, the findings show that student perceptions regarding online course delivery varied based on students’ years in the program. Specifically, underclassmen (freshmen and sophomores) reported greater enjoyment than upperclassmen (juniors and seniors) from studying classes online and were more likely than upperclassmen to extol the benefits of online learning such as the ability to view classes anytime, anywhere as well as the enhanced opportunity to utilize technology in learning. These differences may result from the familiarity of upperclassmen with the traditional learning format. The analysis also reports differences in perceptions of online learning between students of different ages and gender. The results from this research can help inform institutional policies by providing insight into students’ views on the efficacy and challenges associated with transitioning to a fully online learning environment in the midst of a major disruption of United Arab Emirates.

Purpose – Interest in work/family management among professors has lead to a plethora of research about female professors with children. Very little research exists about professors who are fathers. What does exist is comparative in nature. In this chapter, the author takes an in-depth look at such men's work/family management.

Methodology/approach – This chapter presents research from a qualitative study with 25 fathers who are untenured tenure track assistant professors at research universities.

Findings – Most men state a commitment to and valuing of family above all else. Yet the two fatherhood ideologies of breadwinning and involved fatherhood privilege these men by allowing them substantial flexibility in their day-to-day lives and an affirmation of masculinity. At the same time, many struggle to minimize their work involvement to be involved with the day-to-day care of their children.

Originality/value of chapter – This study demonstrates how prevailing ideologies about fatherhood allow men a structural double privilege when constructing their work and family lives.