Search results

Laws geared toward regulating the employment relationship cling to traditional definitions of workplaces, neglecting the domain of the home and those who work there. Domestic workers, a population of largely immigrant women of color, have performed labor inside of New York City's homes for centuries and yet have consistently been denied coverage under labor law protections at both the state and federal level. This article traces out the exclusions of domestic workers historically and then turn to a particular piece of legislation – the 2010 New York Domestic Worker Bill of Rights – which was the first law of its kind to regulate the household as a site of labor, therefore disrupting that long-standing pattern. However, the law falls short in granting basic worker protections to this particular group. Drawing from 52 in-depth interviews and analysis of legislative documents, The author argues that the problematics of the law can be understood by recognizing its embeddedness, or rather the broader political, legal, historical, and social ecology within which the law is embedded, which inhibited in a number of important ways the law's ability to work. This article shows how this plays out through the law obscuring the specificity of where this labor is performed – the home – as well as the demographic makeup of the immigrant women of color – the whom – performing it. Using the case study of domestic workers' recent inclusion into labor law coverage, this article urges a closer scrutiny of and attention to the changing nature of inequality, race, and gender present in employment relationships within the private household as well as found more generally throughout the low-wage sector.

The study examines health care inequities in viral load testing among hepatitis C (HCV) antibody-positive patients. The analysis predicts whether individual and census tract sociodemographic characteristics impact the likelihood of viral load testing.

This a study of 26,218 HCV antibody-positive patients in Orange County, California, from 2010 to 2020. The case data were matched with the 2017 American Community Survey to help understand the role of neighborhood socioeconomic characteristics in testing for viral load. Multivariable logistic regression was used to predict the probability of ever testing for HCV viral load.

Thirty-six percent of antibody-positive persons were never viral load tested. The results show inequalities in viral load testing by sociodemographic factors. The following groups were less likely to ever test for viral load than their counterparts: (1) individuals under 65 years old, (2) females, (3) residents of census tracts with lower levels of health insurance enrollment, (4) residents of census tracts with lower levels of government health insurance, and (5) residents of census tracts with a higher proportion of non-white residents.

This is a secondary database from public health department reports. Using census tract data raises the issue of the ecological fallacy. Detailed medical records were not available. The results of this study emphasize the social inequality in viral load testing for HCV. These groups are less likely to be treated and cured, and may spread the disease to others.

This chapter is unique as it combines routinely collected public health department data with census tract level data to examine social inequities associated with lower rates of HCV viral load testing.

Employing virtual ethnography and narrative analysis, this chapter uses data drawn from the online social media site, Tumblr, to explore a group of Tumblr users who mostly identify with the complex intersectional identities of LGBTQ+ disabled people of color.

This chapter suggests that narratives are skillfully constructed by this group of Tumblr users in ways that counteract felt or expected experiences of exclusion, invisibility, and stigmatization within this identity-based community. The posters represented here are combating this invisibility and marginalization. They narrate themselves into existence by attaching their experiences to two well-known and recognizable social problem narratives. One is the “Pride/Community and Self-love” narrative, commonly associated with LGBTQ+ pride and LGBTQ+ communities. The other is the “Our Lives Matter/Deserving of Life” narrative, commonly associated with communities and social movements such as Black Lives Matter. Posters are artfully constructing their own community narratives by drawing from these culturally circulating and available narrative resources. When these two popular narratives are deployed in this way, they are counternarratives that are doing both resistance work and community/identity-building work. The ultimate effect is that the counternarrative they construct unites quite a diverse group of people through experiences of shared exclusion.

This chapter extends the scholarly conversation on both narratives and disability by suggesting ways in which counternarratives about individuals with complex intersectional identities can be constructed in virtual communities. In so doing, the chapter brings poorly represented perspectives into discourses on disability and narratives. The study also contributes to the literature on the importance of emotion, specifically by highlighting the deployment of love and anger to counteract experiences of shame and marginalization.

This chapter explains why college-educated Latinas, the daughters of working-class Latino immigrant parents, are disproportionately entering the teaching profession in the United States.

This qualitative study relies on secondary statistical data, an analysis of regional trends and 40 in-depth face-to-face interviews with Latina teachers that work in Southern California elementary schools.

Teaching has traditionally been a white woman’s occupation, but it is now the number one career drawing college-educated Latina women, who are entering the teaching profession at greater rates than African Americans or Asian Americans. Current scholarship posits that teaching is a career that resonates with Latina women’s racial-ethnic solidarity and feminine sense of duty to help others. In this chapter, we show how class background is also a key in understanding why the teaching profession has emerged as the top occupational niche for college-educated Latina women. While racial uplift, gender ideals, and family socialization help explain why college-educated Latinas are going into teaching, we add an emphasis on socio-economic class, demographic and structural context, and collectively informed agency.

This study sheds light on the factors that shape upward mobility and career outcomes in white-collar jobs for minority students and second generation Latinas, the children of immigrants.

This chapter offers a sociological analysis that suggests Latina teachers navigate their educational and career choices with collective-informed agency and strong obligations to family members. To best understand why Latina/Chicana college graduates are increasingly concentrated in the teaching profession, we advocate an intersectionalities approach that takes class seriously.

A thematic analysis of teachers’ experiences in implementing the Annual National Assessments (ANAs) policy in South Africa was presented in this chapter. Describing the lack of preparation and capacity building on behalf of policy makers, this chapter argued that teachers’ roles in the policy formulation of the ANAs positioned them as only policy implementers without agency. Two broad categories described the experiences. The first was concerned with the preparation process of assessments. The second was concerned with the implications of assessments, outlining the worry and fear in the use of results for teacher blaming culminating in a standoff between teacher unions and the ministry. The shift in the policy mandate expressed through increased reporting and monitoring requirements for poor performing schools reveals that the assessments deviated from being a diagnostic tool to testing for teacher accountability. Finally, the chapter concluded with a reflection on how the National Assessment Framework, set to replace the ANA policy, could be strengthened based on the opportunities revealed by the ANA policy implementation process.

There is extensive evidence that decision-makers, faced with increasing information load, may simplify their choice by reducing the amount of information to process. One simplification, commonly referred to as attribute non-attendance (ANA), is a reduction of the number of attributes of the choice alternatives. Several previous studies have identified relationships between varying information load and ANA using self-reported measures of ANA. This chapter revisits this link, motivated by recognition in the literature that such self-reported measures are vulnerable to reporting error.

This chapter employs a recently developed modelling approach that has been shown to effectively infer ANA, the random parameters attribute non-attendance (RPANA) model. The empirical setting systematically varies the information load across respondents, on a number of dimensions.

Confirming earlier findings, ANA is accentuated by an increase in the number of attribute levels, and a decrease in the number of alternatives. Additionally, specific attributes are more likely to not be attended to as the total number of attributes increases. Willingness to pay (WTP) under inferred ANA differs notably from when ANA is self-reported. Additionally accounting for varying information load, when inferring ANA, has little impact on the WTP distribution of those that do attend. However, due to varying rates of non-attendance, the overall WTP distribution varies to a large extent.

This is the first examination of the impact of varying information load on inferred ANA that is identified with the RPANA model. The value lies in the confirmation of earlier findings despite the evolution of methodologies in the interim.

This chapter illuminates the impact of providing informal learning experiences for students pursuing Science, Technology, Engineering, and Mathematics (STEM) teaching careers at a time when there is a considerable shortage of qualified teachers in America's urban centers. Preservice STEM teachers were provided with the opportunity to participate in a National Science Foundation (NSF) grant funded Noyce Internship Program prior to serving as counselors and teaching assistants in a STEM camp for underrepresented middle school students. Through the Noyce Internship Institute, participants were introduced to interactive sessions that model promising teaching practices including inquiry-based and project-based learning. This narrative inquiry examines the impact of these experiences on preservice STEM teachers' self-efficacy and highlights outcomes in three areas: increase of preservice teachers' confidence, classroom management, and strengthening their desire to teach STEM.

This chapter offers a reflection in the form of a three-way dialogue, exploring how peer mentoring supports our aim to contribute to the delivery of two interconnected Sustainable Development Goals (SDGs): 3 (Health and well-being) and 11 (Sustainable cities and communities). These goals have been a constant in our practices (as heritage, public health and education professionals), and working together has been pivotal to achieving goals. The reflection is based on the collaborative experience of the three authors since 2016, recognizing how mentoring has shaped the different projects we have imagined and delivered together. Our reflection and experience engage with the notion of ‘authentic mentoring’, whereby we support each other and contribute to each other's gaps in knowledge and practice. This has occurred in a very informal and organic way, outside of more traditional definitions of mentoring, where a certain hierarchy of knowledge transmission is usually expected. This chapter narrates our collaborations across various projects and focuses on the most recent one, Outreach to Ownership (O2O) (2023), delivered for Historic England using Participatory Action Research (PAR) and Student as Partners (SaP) as our main philosophical and methodological frameworks. The O2O project allowed us to reflect on how we worked together and with our students. The students' role has evolved from peer mentors and mentees to authentic collaborators.