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This chapter draws from a three-year ethnographic study focused on the educational and community interactions among working- and middle-class ethnic Chinese immigrants in a mid-western town in the United States. Aihwa Ong (1999) argues that “Chineseness” is a fluid, cultural practice manifested within the Chinese diaspora in particular ways that relate to globalization in late modernity, immigrants’ cultural background, their place in the social structure in their home society, and their new social class status in the context they enter. The study extends research focused on the complexities of social reproduction within larger global flows of Chinese immigrants. First, we describe how Chinese immigrants’ social status in their countries of origin in part shapes middle and working-class group’s access to cultural capital and positions in the social structure of their post-migration context. Second, we trace groups’ negotiation of their relational race and class positioning in the new context (Ong, 1999) that is often invisible in the processes of social reproduction. Third, we describe how both groups must negotiate national, community, and schooling conceptions of the model minority concept (Lee, 1996) that shapes Asian-American’s lived realities in the United States; yet the continuing salience of their immigrant experience, home culture, and access to cultural capital (Bourdieu, 2007) means that they enact the “model minority” concept differently. The findings suggest the complexity of Chinese immigrants’ accommodation of and resistance to normative ideologies and local structures that cumulatively contribute to social reproduction on the basis of class.

This article explores the initial impact of the COVID-19 pandemic on international school teachers, using the findings to theorise agency and elective precarity amongst self-initiated, middling expatriates.

Content analysis of online posts on a teaching abroad discussion forum is used to critically examine the thesis that international school educators form part of a global precariat (Bunnell, 2016; Poole, 2019a, 2019b). Thematic analysis charts participants' discussion of aspects of precarity as consequences of the pandemic.

The data suggest that whilst dimensions of precarity have been exacerbated by the pandemic some dimensions of privilege remain. The term elective precarity is employed to describe the position of international school teachers, and it is noted that the pandemic has eroded the sense of agency within precarity. Posts suggest that teachers are reluctant to be globally mobile when lacking this sense of agency.

Further research is needed to establish whether agency and elective precarity are useful concepts for exploring the experiences of other self-initiated expatriates during the pandemic. There is a need for further research into the supply of international school educators as key enablers of other forms of global mobility.

The paper proposes two new concepts, elective precarity and agency within precarity, to capture the discourse of self-initiated expatriates. It contributes to the emerging literature charting the impact of the pandemic on self-initiated expatriation.

Studies have suggested that entrepreneurship is a key mechanism for rejuvenating and facilitating economic growth in deprived areas. To provide further understanding of the persistently low entrepreneurial intentions found in deprived areas this chapter identifies key mechanisms and theoretical frameworks that link the formation of appropriate human capital to the prevailing environment, and that influences may flow in both directions. This contributes to the existing literature to provide a fuller understanding of interest to policy-makers of why past interventions have struggled to boost entrepreneurial intentions and where new interventions may be most effective in generating more positive entrepreneurial intentions in deprived areas.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

The purpose of this paper is to reflect on the authors’ experiences of conducting research with refugees and asylum seekers in Malaysia over multiple research projects in order to identify limitations to current procedures for receiving ethical approval for a study. It argues that the moral complexity of working with marginalized and excluded groups is not reflected in existing approaches.

Ensuring that research is ethical is integral to any empirical study, using any research design. Procedures for ensuring ethics have been developed by professional bodies across many academic fields, predominantly drawing on western legal frameworks and conceptions of agency. However, these procedures may not have applicability to certain cultural, social and political settings. The discussion in this paper focuses on devising ethical approaches for research participants from marginalized and excluded communities in diverse parts of the world, including those with no possibility of legal recourse.

Problems with the use of established procedures for four aspects of ethical research are identified, namely, access and gatekeepers; consent; reciprocity; and confidentiality.

The paper develops a framework for continuous ethical reflexivity. It argues that this framework should replace the established procedural approach to ethics, approved by an Institutional Review Board or ethics committee. Instead, the IRB should assign an ethical mentor who is jointly responsible with the researcher for ensuring research ethics through the use of the framework.

Life studies are a rich source for further research on the role of the Afro‐American woman in society. They are especially useful to gain a better understanding of the Afro‐American experience and to show the joys, sorrows, needs, and ideals of the Afro‐American woman as she struggles from day to day.

In response to external conditions, organizations yearn to gain a competitive edge during unremitting change. Recognizing the importance of managing change, researchers have aggressively investigated organizational change at the macro level. This research, however, argues that an employee's ability to cope with change is a function of both micro (individual) and macro (contextual) factors.

The survey data were collected at an organization that was undergoing a significant internal change. Correlational and structural equation modeling techniques were used for data analysis.

The results suggest that individual differences (intolerance for ambiguity) and contextual factors (LMX, TMX receipts and TMX contributions) are important factors for understanding the ability to manage organizational change effectively. Additionally, it is argued that contextual factors not only have direct effects on coping with change but indirect effects through perceptions of work group effectiveness. Our results indicate that both micro and macro factors are important for understanding the ability to cope with and manage change.

The research leaves open some interesting questions around the role of contextual factors in coping with change, in addition to the interaction with individual differences.

Most sources discuss change as focused at the organizational level. Managers will be well served to understand that the degree to which employees cope effectively with change will be partly determined by the interaction of individual differences and the organizational and team level context.

This research extends our understanding of the relationship between social exchange relationships and how individuals cope with change in organizations and the mechanism by which that occurs.