Developing for Leaderless Organizations: Two Eco-Friendly Coaching Practices

Recent studies have indicated that sleep is fundamental for adolescents' physical and mental health. Although it is known that context influences sleep, the impact of school climate on sleep duration remains understudied. Using a large, diverse, population-based sample of adolescents attending California high schools (N = 277,954; data collection: 2018-2019) and applying two statistical methods suggested for quantitative research using an intersectionality approach (linear regressions with interaction terms and Exhaustive Chi-square Automatic Interaction Detection [ECHAID]), this study examined associations between school climate and sleep duration among adolescents at the intersection of multiple social positions. Similar proportions of participants were assigned male and female at birth. The sample was racially and ethnically diverse (54.1% Latina/x/o). The large majority of participants were straight (85.4%) and cisgender (97.7%). On average, participants slept 6.75 h/night. Positive school climate was associated with longer and adequate sleep duration; however, this association varied across social positions, such that the effects of school climate on sleep duration were attenuated among adolescents who held some minoritized social positions. ECHAID results indicated that those reporting the lowest averages of sleep duration not only perceived school climate as negative but also held multiple minoritized identities. In contrast, those who perceive their school climate as positive are overrepresented among those who reported the highest averages of sleep duration. Findings underscore the impact that schools have on adolescents' sleep health. Our study indicates that adolescents with multiple minoritized social positions face additional challenges impacting their sleep. Future interventions should focus on strategies to improve school climates, given that they would benefit a large number of students.

Using a mixed methods approach, this article analyses the nexus between migration and social positions drawing on recent survey data on migrants who have arrived in Germany after 1994 from the Socio-Economic Panel (SOEP), as well as qualitative interviews with 26 respondents to the survey. Drawing on a Bourdieusian forms of capital approach (Bourdieu, 1986) and applying the method of Multiple Correspondence Analysis (MCA) to the SOEP survey data, we highlight two dimensions structuring the nexus between migration and social positions in Germany: (1) capital related to legal status and multiple migration and (2) (trans)national cultural capital. Through a cluster analysis based on the MCA results, we then identify and describe four profiles of migrants characterised by distinct configurations of cultural capital (social class background, education and linguistic skills before and after settlement), legal status (citizenship and status at migration), experiences of multiple cross-border movements and social positions: the ‘foreign working-class,’ the ‘foreign middle class,’ the ‘adapted German migrants,’ and the ‘young highly educated urbans.’ The complementary analysis of the qualitative data allows us to go further in understanding some of the factors that may play a role in shaping migrants’ social position(ing) in the four clusters. In particular, we show that resources such as determination and perseverance can be crucial for some migrants to counter structural constraints related to their legal status in transferring or accessing cultural capital, and that linguistic skills are also used by some migrants as a marker of social distinction.

Background and ObjectivesRace, childhood socioeconomic status (cSES), and region of childhood residence are each associated with later-life cognition, but no studies have examined how the confluence of these factors influences later-life cognitive performance. Guided by intersectionality theory, we examined individuals’ social positionality across these dimensions as a predictor of cognitive performance in later life among non-Hispanic White (NHW) and non-Hispanic Black (NHB) older adults.Research Design and MethodsWe used data from the 2010–2016 waves of the Health and Retirement Study with participants aged 65 and older in 2010. We employed growth curve modeling to estimate associations among race, cSES, and region of childhood residence, as well as their interactions, and cognitive performance at baseline and over time.ResultsIdentifying as NHB, residing in the South, and having lower cSES each were associated with poorer later-life cognition at baseline. Childhood residence in the South was an especially strong risk factor for poorer cognition among NHBs. Among NHWs, higher cSES was associated with better baseline cognitive performance, especially among those from the South. NHBs from the South demonstrated a small advantage of higher cSES, but regardless of cSES, NHBs from the South had lower levels of baseline cognitive scores compared to all other subgroups. We observed steeper declines in cognitive performance over the 6-year study period among participants who lived in the South as children.Discussion and ImplicationsOur findings suggest that intersectional social positions across race, cSES, and region of childhood residence primarily influence baseline cognition in later life. Results implicate the importance of attention to multiple life-course social positions in the context of racism within social policies and other initiatives to promote equity in later-life brain health.

Based on an exploratory study of Soufra, a women’s catering social enterprise in the Bourj al Barajneh Palestinian refugee camp in Beirut, we analyze how solidarity across difference can be organized. We conceptualize “difference” not in terms of “whole” individuals, but in terms of dividuals, the multiple roles and social positions that individuals occupy; this enables similarities between individuals of different ethnicities, nationalities, and statuses to become apparent. We find that, despite their extreme and protracted marginalization, Soufra does not seek to organize solidarity relationships with co-resisters joining their struggle against oppressors. Rather, they initiate exchange relationships with different others via carefully managed impressions of similar dividualities (e.g. professional cooks and businesswomen) and different dividualities (e.g. having refugee status and lacking any citizenship). These encounters provide opportunities for solidarity relationships to be created and underlying cultural predispositions to be transformed. Whether these opportunities are taken up or rejected is dependent, at least to some extent, on the willingness of participants to allow such transformations to occur.

In this paper I outline some of my own practices for teaching about non-heterosexual sexualities in tertiary education in Australia, and I suggest that one approach to teaching in this context requires non-indigenous educators to locate ourselves and our students within a relationship to ongoing histories of colonisation and the fact of Indigenous sovereignty. I also suggest that teaching about the intersections of multiple identity positions requires educators to incorporate specific teaching practices that render visible social norms, and which highlight the relationship between privilege and disadvantage. Finally, I outline the possible benefits of coming out in the classroom on multiple levels, and suggest that coming out as a white, queer educator can assist in modelling forms of engagement for dominant group students that account for their social location.

Exclusion of racialized minorities in neuroscience directly harms communities and potentially leads to biased prevention and intervention approaches. As magnetic resonance imaging (MRI) and other neuroscientific techniques offer progressive insights into the neurobiological underpinnings of mental health research agendas, it is incumbent on us as researchers to pay careful attention to issues of diversity and representation as they apply in neuroscience research. Discussions around these issues are based largely on scholarly expert opinion without actually involving the community under study. In contrast, community-engaged approaches, specifically Community-Based Participatory Research (CBPR), actively involve the population of interest in the research process and require collaboration and trust between community partners and researchers. This paper outlines a community-engaged neuroscience approach for the development of our developmental neuroscience study on mental health outcomes in preadolescent Latina youth. We focus on “positionality” (the multiple social positions researchers and the community members hold) and “reflexivity” (the ways these positions affect the research process) as conceptual tools from social sciences and humanities. We propose that integrating two unique tools: a positionality map and Community Advisory Board (CAB) into a CBPR framework can counter the biases in human neuroscience research by making often invisible–or taken-for-granted power dynamics visible and bolstering equitable participation of diverse communities in scientific research. We discuss the benefits and challenges of incorporating a CBPR method in neuroscience research with an illustrative example of a CAB from our lab, and highlight key generalizable considerations in research design, implementation, and dissemination that we hope are useful for scholars wishing to take similar approaches.

This paper was drawn from a qualitative study that sought to capture the experiences of a population group that are for the most part invisible within mainstream data and policy. Research involving LGBTQ+ people has historically privileged the experiences of White, gay men living in affluent areas with access to specialist services. Our study explored the health and social care pathways of marginalised LGBTQ+ people, for example those who had faced overlapping homelessness, substance use, domestic violence, or the criminal justice system. The setting was North East England, a region whose population experience significant health inequities and a lack of specialist services compared to other regions. A descriptive phenomenological approach was selected to privilege the lived experiences of participants. At the same time, the study was constructed around an intersectional, queer, critical feminist theoretical framework that sought to explore how social inequities – for example, linked to gender, race, or sexual orientation – interact to shape unique experiences of exclusion, stigma, and invisibility. This created a tension between a methodology which focused on individual subjective experience, and a theoretical framework that sought to recognise the influence of broader power structures. This is a familiar tension within qualitative health-related research, with established debates about the interaction of structure (social norms) and agency (individual actions). In this article, the authors document the adaptation and application of descriptive phenomenological methods that integrated the perspectives of others into participants’ descriptions of the phenomenon under study. In doing so, this approach also attended to intersectionality: acknowledging that people inhabit multiple social positions, which are impacted by power relations that shape their subjective experiences.

It is argued that group-based trust metric is effective resisting attacks, which evaluates groups of assertions in tandem, and generally computes trust ranks for sets of individuals according to peers' social position trust network. Thus, the group-based trust value should be called reputation rank. But, unfortunately, most group-based trust metrics are vulnerable to the attack of front peers, which represent these malicious colluding peers always cooperate with others order to increase their reputation, and then provide misinformation to promote actively malicious peers. In this paper, we proposed adaptive spreading activation approach to mitigating the effect of front peer attack, which adaptive spreading factor is used to reflect the peer's recommendation ability according to behaviors of the peer's direct/indirect children trust network; Simulation results show that the adaptive spreading activation approach can identify and mitigate the attack of front peer.