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This article seeks to depict the pivotal role Hugo Munsterberg, the great pioneer in industrial psychology, played in the lives of his students, some of whom were feminists regardless of his own chauvinistic opinions. The article aims to examine the contributions made by Mary Calkins, Ethel Puffer, and William Marston, all former students of Munsterberg, who went on to make valuable contributions in psychology, women's issues, the polygraph, and the creation of the first and most famous comic book super heroine.

Synthesizing articles from history journals, writings about the figures of interest, published works by the figures themselves and other resources, this paper illustrates how Hugo Munsterberg impacted the scholarly careers of Calkins, Puffer, and Marston who all made valuable contributions to academia and popular culture.

This paper concludes that Munsterberg's influence was evident in the works of Calkins, Puffer, and Marston in areas as diverse as the psychology of beauty to the detection of deception. Despite his own chauvinistic views Munsterberg had an amicable and productive relationship with the aforementioned students, which sometimes extended beyond a professional relationship. Consequently, they initiated a research agenda that was greatly influenced by Dr Munsterberg.

This article highlights Dr Hugo Munsterberg's influence on Calkins, Puffer, and Marston, who made valuable contributions in women's issues, as well as the development of DISC theory, and the super‐heroine Wonder Woman.

Highlights the main features of qualitative research conducted with 32 successful women consultants in organization development. The format is multifaceted, including tables, poems, and text, to reflect the commitment to the deep feminine in the research process and results. Part One discusses the conceptualization of the study, grounded in the women′s voices perspective and four research questions, the findings and a case example. In‐depth interviews explored the women′s responses to the changes they experienced, the challenges they encountered, the contributions they made, and the lessons they learned over the past 15 to 20 years as second‐generation women OD consultants. The data analysis revealed four overarching themes contained in the distillation of the study: women doing the work of consulting as part of their inner journey in the context of oppression, helped and hindered with their relationships with both men and women. Part Two examines implications in terms of two voices in OD, problems with women′s invisibility, a fuller understanding of authenticity, and healing for women and the field.

The purpose of this paper is to examine the rituals and communicative practices that simultaneously create community, out-groups and perceptions of stigma at a local comic book retail organization through autoethnography. As such this piece explores personal identity, comic book culture and how this comic book shop acts as important third place as defined by Oldenburg.

Autoethnography allows for the simultaneous research into self, organizations and culture. As a layered account, this autoethnography uses narrative vignettes to examine a local comic book retail organization from the first person perspective of a collector, a cultural participant and geek insider.

The term geek, once brandished as an insult to stigmatize, is now a sense of personal and cultural pride among members. Various rituals including the “white whale” moment and the specialized argot use help maintain community in the comic book shop creating a third place as categorized by Oldenburg. However, these shared communication practices and shared meanings reinforce the hegemonic masculinity of the store, leading the author to wonder if it can maintain its viability going forward.

This autoethnography was performed at a local comic book shop, connecting communicative and ritual practices to organizational culture, hegemonic masculinity, geek culture and personal identity. It also argues that one need not be an embedded organizational insider to perform organizational autoethnography.

The purpose of this paper is to outline the SOURCES framework for teaching with primary sources and document why it is imperative that students utilize a variety of sources, as they become aware of the power of history and become more proficient at discussing, expressing, and persuasively defending opinions about various issues and topics from history. The focus of the inquiry investigations outlined is on the agentic power of women throughout the American history.

To initiate and cultivate historical thinking practices and working with primary sources with students at various levels of expertise, it is important to properly scaffold the learning process and allow opportunities for students to successfully build historical thinking skills. The lessons shared will demonstrate how teachers can enable students to interact with children’s literature, other resources, and to examine primary and secondary sources to think critically and historically.

Through the use of the SOURCES Framework, students are given the opportunity to learn about historical agents in an authentic manner and can find ways to serve as their own agents of change.

Students need to understand that civic participation is a necessity of our American democracy and that women from the past and today have been and are continuing to encourage the legacy of civic participation. These women deserve to be heard and should be learned about in our social studies classroom today. Framing an inquiry about the agentic powers of women, using the SOURCES Framework, will encourage authentic inquiry, corroboration with different sources before making assertions, and the construction of evidence-based narratives. Ultimately, this will also inspire students to be their own advocates in their world around them and become active members in our greater society.

This is an original piece that documents how students can think historically, utilize sources, and think about their own agentic abilities. The SOURCES Framework has been utilized in a variety of ways and has been tested in grades K-16.

The under‐representation of women in positions of senior management within educational institutions continues to be a matter of some concern, particularly as the teaching force is largely dominated, nationally and internationally, by women. Studies on gender and leadership have revealed a number of barriers to women seeking educational leadership and management positions. This paper is based on narratives drawn from women aspiring to leadership and management in different educational contexts, from very different parts of the world. The study examines the “glass ceilings” and “glass walls”; that is, horizontal and vertical barriers faced by each of the women within their cultures and environments.

Looks at the historical positioning of housework as unpaid and questions the correctness of this idea. States that there is a fundamental theoretical error in defining housework as unpaid as market concepts are being applied to non‐market work. Continues to distinguish between the two markets considering the features of both, outlining the gender differences and the recent changes in the twentieth century.

This paper aims to trace how emotion shapes the sense that is made of politics and how politicization can remake and re-mark emotion, giving it new meaning in context. This paper brings together theories of politicization and emotional configurations in learning to interrogate the role emotion plays in the learning of social justice activists.

Drawing on sociocultural learning perspectives, the paper traces politicization processes across the youth climate movement (using video-based interaction analysis) and the animal rights movement (using ethnographic interviews and participant observation).

Emotional configurations significantly impacted activists’ politicization in terms of what was learned conceptually, the kinds of practices – including emotional practices – that were taken up collectively, the epistemologies that framed social justice work, and the identities that were made salient in collective action. In turn, politicization reshaped how social justice activists made sense of emotion in the course of activist practice.

This study is valuable for theorizing social justice learning, so social movement facilitators and educators might design spaces where learning about gender, racialization, colonialism and/or human/more-than-human relations can thrive. By attending to emotional configurations, this study can help facilitate a design that supports and sustains learning for justice.

Emotion remains under-theorized and under-analyzed in the learning sciences, despite indications that emotion enables and constrains particular learning opportunities. This paper proposes new ways of understanding emotion and politicization as co-constitutive processes for learning scientists interested in politics and social justice.

The purpose of this paper is to examine what qualities contributed to the durability of The Evolution of Management Thought (EMT) as a classic that provided scholars a grand narrative of management history for half a century. Specifically, this paper aspires to reveal how the EMT has overcome the boundedness of time over the past 50 years by being both timeless (signaling continuity/permanence) and historical (signaling change/contingency).

The authors analyze both the metaphorical (i.e. universal) and the historical (i.e. particular) meanings that the EMT authors have communicated over eight editions of the classic.

The authors found that Wren and Bedeian have managed to balance temporality and referentiality in the EMT by writing it as the “practical past” of management. The authors also found that the authors ensured the ongoing renewal of their classic by innovating it as an everlasting contemporary text.

This paper provides an original analysis of the EMT explaining why it is a “classic” of management history. The analysis presented in this paper reveals why this timeless work has been a singular touchstone that exemplifies the history of management discipline.