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The purpose of this paper is to explore the impact of four types of acculturation behaviors of frontline service employees (assimilation, separation, integration, and marginalization) on customer satisfaction and customer commitment.

In total, 377 ethnically diverse customers of a retail bank in New Zealand participated in this study. SmartPLS3 was used to test all the hypotheses.

Assimilation and integration have positive effects on both customer satisfaction and commitment. Marginalization has a negative effect on both customer satisfaction and commitment but separation has a negative effect only on customer satisfaction and not on customer commitment.

Future research may validate and extend the authors findings in diverse cultural settings and use experimental method to explore the socio-psychological mechanisms underlying the influence of frontline service employees’ acculturation behaviors on customer satisfaction and commitment.

This study will help managers understand the importance of service employees’ acculturation behaviors and develop suitable recruitment strategies and training programs to improve their impact on customer satisfaction and commitment.

This study extends current research on intercultural service encounters by looking beyond the moderating effects of four types of service employees’ acculturation behaviors, to explore their direct effects on customer satisfaction and commitment.

On top of their legal, economic, social and institutional marginalization, marginalized drug users (MDUs) also experience political marginalization: drug policies shape their lives without their political participation. From a scientific as well as a political perspective, the inclusion of their various viewpoints and situated knowledge is a major challenge, and one to which this paper aims to contribute in light of the experiences and imaginaries of MDUs urban spaces in several German cities.

Following a socio-geographical approach, this paper interrogates how MDUs appropriate and imagine the city, drawing on Lefebvre’s Production of Space and mixing critical cartographic with grounded theory, in the attempt to both understand and reconstruct the world from the situated perspective of MDUs based on their own words, drawings and emotions.

The narratives and drawings of participants show another cityscape, radically different from the hegemonic discourses and mappings antagonizing MDUs and making their existence a social problem. Space appears as a means of marginalization: there are barely any places that MDUs can legitimately appropriate-least of all so-called “public space.” By contrast, MDUs’ imaginaries of an ideal city would accommodate their existence and address further social justice issues.

The notion of “public places” appears unable to express MDU’s experiences. Instead of focusing on the problem of public spaces, policymakers should tackle the question of placemaking for MDUs beyond the level of solely drug-related places.

Every employee embodies manifestations of every demographic that attach to him or her different minority and majority statuses at the same time. As these statuses are often related to organizational hierarchies, employees frequently hold positions of dominance and subordination at the same time. Thus, a given individual’s coping strategies (or coping behavior) in terms of minority stress due to organizational processes of hierarchization, marginalization, and discrimination, are very often a simultaneous coping in terms of more than one demographic. Research on minority stress mostly focuses on single demographics representing only single facets of workforce diversity. By integrating the demographics of age, disability status, nationality, ethnicity, race, sexual orientation, and religion into one framework, the intersectional model proposed in this chapter broadens the perspective on minorities and related minority stress in the workplace. It is shown that coping with minority stress because of one demographic must always be interpreted in relation to the other demographics. The manifestation of one demographic can limit or broaden one’s coping resources for coping with minority stress because of another dimension. Thus, the manifestation of one demographic can determine the coping opportunities and coping behavior one applies to situations because of the minority status of another demographic. This coping behavior can include disclosure decisions about invisible demographics. Therefore, organizational interventions aiming to create a supportive workplace environment and equal opportunities for every employee (e.g., diversity management approaches) should include more demographics instead of focusing only on few.

Education policies in the United States reinforce social stratification by prioritizing and normalizing middle-class whiteness in schools (Leonardo, 2007; Picower, 2009). The teacher labor market has also become more feminized, making white middle-class women paragons of exemplary educators (Rury, 1989; Tolley & Beadie, 2006). These sociopolitical and historical factors continue to play out in the current U.S. education workforce where 80% teachers are white and 76% of teachers are female (Hussar et al., 2020). Meanwhile, student demographics are shifting with students of color comprising over 50% of the public student population (de Brey et al., 2019). Diversifying the educator pipeline is a well-documented strategy to improve educational outcomes for all students, specifically students of color, and to achieve greater equity and inclusion in public education. However, the retention and promotion of educators of color remains a critical and complex issue.

Thus, looking at the intersection of race and gender in the education workplace, the purpose of this chapter is to highlight the experiences and expertise of women K-12 educators of color to identify best practices for career development. Applying Psychology of Working Theory (PWT) and utilizing modified meta-synthesis methodology, the chapter highlights the experiences of Black, Latinx, Asian American, and Indigenous/Native American women K-12 principals and superintendents to (1) thematize and conceptualize how women of color define their work in education spaces through a PWT lens and (2) understand how PWT themes can illuminate ways to build more diverse and inclusive career pathways for women of color leaders.

While I do not intend to provide an exhaustive survey of North African emigration to France and the history of banlieue and urban formation in France (see Stovall, 2003), I nonetheless provide a brief background related to place and immigrants in order to contextualize how place is invoked, or is not, in second-generation North African immigrant identities. France's relationship with the Maghreb began with the colonization of Algeria in 1830, of Tunisia in 1831, and of Morocco in 1931. Algeria remained in French control until 1962, and Tunisia and Morocco remained in French control until 1956.

To break the chains of inequality for access to education for marginalized groups across India and move toward an egalitarian society, where all people can live with dignity and fulfill their dreams, the need of the hour is to strengthen the education system and prepare teachers with secular and reformative thinking. This chapter attempts to examine the problems of various marginalized groups in Indian society and their educational provisions. This work also aims to analyze several issues and challenges related to preparing teachers for inclusive schools and to draw attention to the need to reframe and revise teacher education programs and enforce inclusive teacher education practices in India to promote inclusion.

Current data suggest that the homeschooling community is a diverse and growing social movement, varying demographically in terms of race, religion, socioeconomic status, and political beliefs. However, with over 68% of the homeschooling population being non-Hispanic White – a group not accustomed to systemic oppression and racial marginalization – the homeschooling narrative reflected in research is often skewed by the socioeconomic status, political power, and cultural interests of White, two-parent, middle-class homeschooling households. Amidst increasingly amiable responses toward homeschooling, Black families of varying socioeconomic backgrounds have shown interest in becoming home educators. Included in this chapter are their lesser-told accounts – narratives from the primary homeschooling parent – Black mothers. Relying on 20 in-depth interviews, this study utilizes the theoretical frames of systemic gendered racism, intersectionality, and the coding procedures of grounded theory methods to analyze the narratives of Black homeschooling mothers. Overlooking the experiences and concerns of marginally represented homeschooling families such as Black homeschoolers can haphazardly reproduce social inequalities and/or fracture the homeschooling movement along stratified categories. Findings underscore homeschooling as a classed and gendered process and draw attention to the specific racialized boundaries and indignities that obstruct Black mothers’ educational and parenting goals. The author explains how Black women navigate systemic marginalization while homeschooling.

Purpose: The purpose of this study is to examine how leading a childhood characterized by transnational mobility affects youths’ understanding of and relationship to their ethnic identity.

Study approach: This study examines the effects of transnational mobility on ethnic identity by focusing on the specific case of Indian Americans who grew up in the USA and Bangalore, a city in southwest India, before relocating to the USA for college. The analysis for this chapter comes from semi-structured, in-depth interviews with 20 transnational Indian American youth.

Findings: The data analysis reveals that by spending part of their childhood in India, transnational Indian American youth were able to learn more about their Indian ethnic identity, which helped them resolve issues related to their status as an ethnic minority in the USA, reframe how they define their ethnic identity, and reevaluate the status of their ethnic identity relative to their counterparts in the USA.

Originality: This study focuses on the unique case of Indian American youth who had a childhood characterized by transnational mobility. As such, this work contributes to the literature on children and youths’ transnational mobility through its focus on the migration patterns of relatively elite and socially privileged children and youth. Additionally, it adds to our understanding of the effects of migration between the USA and India by addressing how these processes affect children and youth. Last, it adds to the literature on Indian Americans by focusing on an understudied subpopulation within this group. The study motivates future research on the diversity that exists among transnationally mobile Indian American children and youth.

Migrant workers are often concentrated in segments of the labour market characterised by low-paid and insecure work and which fall outside of the traditional ‘web of rules’ providing workers with protections. Institutional experimentation provides an opportunity to rectify this. This chapter examines the reasons why migrant workers are often subject to exploitation and marginalisation in the labour market. It then analyses the roles of the three main actors with the capacity to protect and improve migrant workers’ labour market position: governments, trade unions and community organisations. It proposes a ‘co-regulation’ approach based on collaborative institutional experimentation between these actors as the most effective way to address the exploitation and marginalisation of migrant workers.

For some, gender remains a mechanism of marginalization within mainstream popular culture because of expectations concerning what femininity and masculinity entail. This marginalization refers both broadly to the way girls/women are marginalized as well as the marginalization of those boys/men who fail to conform to societal gendered expectations. If alternativity is synonymous with resistance to this mainstream popular culture it would be logical to then assume that alternative spaces could provide opportunities for pursuing alternative understandings of gender. But to what extent does empirical work support this proposition? Are alternative spaces created or used in ways which envision gender differently to hegemonic discourses concerning femininity/masculinity? Or do normative gendered beliefs and practices prevail? This chapter will critically explore these questions through a number of alternative spaces, drawing out key themes and emerging gaps. This exploration will take the subcultural work of the Birmingham Centre for Contemporary Cultural Studies as its starting point, acknowledging the limitations of such work in theorising gender within alternative spaces, before exploring what empirical work across a number of subcultural spaces ‘offers’ in relation to gender. Before concluding the chapter will, more briefly, consider a relatively more recent consideration of online alternative spaces.