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Most approaches to the management of equal opportunity in the “race” field in the UK have emphasised policy development and communication, gender and ethnic monitoring, and attention to developing recruitment and selection practices that ensure a more representative workforce. Race training, especially racism awareness training, has often been given a key role. Organisation development (OD) approaches have not tended to be influential, despite the origins of OD in addressing practical problems of race relations. Drawing on empirical work with assessment procedures, in particular the use of developmental assessment centres, and on work on improving collaboration between nurses and social workers so as to enable women of Asian origin to enjoy greater access to hospital social work services, it is argued that such OD approaches as teambuilding, survey feedback and targeted career development are crucial to the management of equal opportunity, and to the management of cultural change.

Social policy in the UK has subsumed race inequality into a wider framework of inequalities, managing diversity and social exclusion. However, the David Bennett Inquiry and the Race Relations Amendment Act (2000) have placed ‘race’ firmly back onto the policy agenda, particularly within mental health services. In response to the Inquiry and as part of a wider strategy, the Department of Health has set out proposals to improve mental health services to black and minority ethnic (BME) communities. Although there is a long history of race equality training to address race inequality in public services in the UK, the definition and effectiveness of race equality training remains unclear.This paper presents an overview of approaches to training in the UK, the evidence of effectiveness and explores whether cultural competency is an appropriate and adequate framework to address race inequality.

As one educational theory chases another off the stage, can we blame the teacher who, losing all sense of direction, would like to ‘contract out’ of the rat‐race of educational modernization and re‐modernization? New ideas in education are coming thick and fast, enclosing us in a sort of Hampton Court maze — with most teachers helplessly astray among its complexities. Let's call a halt before we're all completely lost!

This study sought to understand how a leader’s leadership is affected by their salient identities. To achieve this, the study employed a qualitative paradigm using a phenomenological methodology. Ultimately, the study worked to craft a shared understanding of how identity is experienced by leaders within the context of their own leadership. Textual descriptions are provided for each of the three themes of awareness and salience, leader differentiation and context affiliation, and identity as a situational factor in leadership. Implications for research and practice are highlighted for leadership educators.

Most organisations attempting to implement equal opportunity with regard to race issues have concentrated on policy formulation, monitoring and training. Despite recent criticism, racism awareness training has been frequently adopted, often in isolation from developments in other human resource functions. However, strategic integration of all the HRM functions is necessary if equal opportunity objectives are to be achieved. Drawing on empirical research in assessment centres and on interorganisational collaboration, it is argued that this requires developments in recruitment, selection, training, career development, appraisal and reward functions and attention to issues of cultural change.

The purpose of this study is to investigate the narratives of 93 Black women in computing in the USA to identify salient themes that are at the intersection of race and gender in the field of computer science.

The study uses a multi-method approach with a survey to describe the sample and a series of focus groups for in-depth analysis of themes. The qualitative methodology uses a grounded theory and consensual qualitative research approach with a research team that includes computer scientists and social scientists to collect and analyze data. Given the highly technical field of computer science and the intersectional experiences of the participants, this approach was optimal to capture and code data through the lens of Black women in computing.

The authors found four main themes that represented specific needs for Black women in the computing community. The first is the importance of linking Black women in computing (i.e. their recruitment, retention and career growth) to the bottom line of organizational and personal accountability. The second is effective cultural and educational supports for Black women in computing across pathways, starting in middle school. The third is to provide leadership development as a part of their educational and workplace experience. The fourth is a collection of empirical research and scholarship about and for Black women as a part of the computing literature.

Black women comprise one of the most underrepresented subgroups in the area of computer science in the USA. There is very little research about Black women in computing. To promote broadened participation in computing, there is a critical need to understand the narratives of successful Black women in the space.

The management of children′s literature is a search for value and suitability. Effective policies in library and educational work are based firmly on knowledge of materials, and on the bibliographical and critical frame within which the materials appear and might best be selected. Boundaries, like those between quality and popular books, and between children′s and adult materials, present important challenges for selection, and implicit in this process are professional acumen and judgement. Yet also there are attitudes and systems of values, which can powerfully influence selection on grounds of morality and good taste. To guard against undue subjectivity, the knowledge frame should acknowledge the relevance of social and experiential context for all reading materials, how readers think as well as how they read, and what explicit and implicit agendas the authors have. The good professional takes all these factors on board.

Women are underrepresented in the leadership ranks across society. Research and the development of strategies to assist corporate women in breaking the glass ceiling is frequent and ongoing. Less prevalent has been a similar exploration of the barriers that women in academe confront in regards to their upward mobility and subsequent leadership. This article analyzes how academic women experience the glass ceiling, how research done on corporate women can inform much needed study of barriers to academic women’s upward mobility, and finally, how human resource development practices may benefit advancing women’s leadership in higher education.

This article aims to report the findings of a research project exploring Mauritian principals’ receptivity to the main tenets inherent in Total Quality Management (TQM). The Malcolm Baldrige National Quality Award (MBNQA) framework (aligned with, and an outcome of, the TQM movement) provides a set of criteria for organizational quality assessment and improvement in the business, healthcare and education sectors. Given the imperative to improve the quality of schools in Mauritius, this study was designed to investigate the usefulness of the widely accepted MBNQA framework in the Mauritian context.

A nationwide questionnaire survey of school principals explored the nature and strength of the Baldrige theory of relationships between leadership, systems and processes of primary and secondary schools and the ensuing outcomes. Correlation and regression analyses were conducted.

The findings indicate that Mauritian school leaders play a critical role in influencing school outcomes directly and indirectly through the inner workings of the schooling system.

The research relied on principals’ views as the unique source of data about school leadership. The perspectives of the other stakeholders within schools, including teachers, students and parents, should also count and would offer a richer description of leadership reality in Mauritian schools.

This is the first ever study assessing empirically the notion of “quality” in primary and secondary schools in Mauritius at the national level. It contributes new perspectives about leadership for school improvement.

The purpose of this paper is to examine Conscious Discipline’s (CD) Parenting Education Curriculum (CD PEC), the parenting component of CD’s research-based social and emotional learning program. CD aims to change child behavior by changing how adults understand and manage their own behaviors and emotions. Researchers explored CD PEC’s association with improved parenting skills, parent–child relationships and child behavior and emotion management.

During pre- and post-site visits, parents in four Head Start programs completed the Attentive Parenting Survey (n=25) and interviews (n=19); and 20 staff were also interviewed.

Parents reported that CD PEC shifted their perspectives and practices for managing children’s challenging behaviors, improved parent–child relationships and resulted in decreased child behavior problems.

The study was correlational, based on self-report, and had a small sample with no comparison group.

This study supports CD PEC as a means of shifting parenting practices, relationships and child behavior by focusing on adult social-emotional skills and self-regulation.

This study provides preliminary evidence that addressing the social-emotional needs of adults is a viable step to helping children improve their social skills, emotion regulation and general behavior, which have all been linked to later academic and life success.

The paper studies improvements in parents’ emotion recognition and self-regulation before disciplining their children.