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Book part
Publication date: 18 November 2015

Emer Smyth and Stephanie Steinmetz

This chapter seeks to provide insights into a hitherto neglected topic – that of gender segregation among those who have taken part in vocational education and training (VET). In…

Abstract

This chapter seeks to provide insights into a hitherto neglected topic – that of gender segregation among those who have taken part in vocational education and training (VET). In spite of a growing body of work on the link between educational and occupational segregation by gender, relatively little attention has been given to the specific role played by VET in facilitating gender-specific occupational segregation. Using the European Social Survey (ESS) for 20 European countries and comparable macro data from different European sources, the study examines the extent to which cross-national differences in the gender-typical or atypical occupational allocation of vocational graduates aged 20–34 can be attributed to VET-specific institutional differences.

The findings are consistent with earlier research showing the protective role played by VET in reducing non-employment levels. The findings in relation to the gender-typing of work are somewhat surprising, as they indicate that VET system characteristics make relatively little difference to occupational outcomes among women, whether or not they have a VET qualification. Slightly stronger, but still modest, relationships are found between VET system characteristics and occupational outcomes for men. Male VET graduates are more likely to be in a male-typed job in systems with a higher proportion enrolled on vocational courses. In tracked systems, however, they also tend to be more likely to enter female-typed jobs. In systems where VET prepares people for a wider range of occupations, a VET qualification can act as a protective factor against non-employment, at least for men.

Details

Gender Segregation in Vocational Education
Type: Book
ISBN: 978-1-78560-347-1

Book part
Publication date: 5 October 2015

Amy P. Lippa, Linda C. Lee, Meghan D. Lehr, Daniel D. Spikes, Leslie A. Coward, Bradley W. Davis, Mark A. Gooden and Dorothy R. Hall

As a team of eight scholars at the University of Texas, we collaborate to research issues that directly focus on the development, training, and experiences of anti-racist and…

Abstract

As a team of eight scholars at the University of Texas, we collaborate to research issues that directly focus on the development, training, and experiences of anti-racist and social justice leaders in urban secondary schools. Each of us considered a personal event, or series of events, that significantly influenced our thinking about social justice. We share experiences of personal and institutional racism, and reflect on how these experiences continue to shape our awareness of race. Our perspectives capture how issues of race and racial discrimination persist in a status quo educational system and how past experiences directly influence our work.

Details

Living the Work: Promoting Social Justice and Equity Work in Schools around the World
Type: Book
ISBN: 978-1-78441-127-5

Keywords

Open Access
Book part
Publication date: 19 November 2020

Abstract

Details

The Impact of Global Drug Policy on Women: Shifting the Needle
Type: Book
ISBN: 978-1-83982-885-0

Content available
Book part
Publication date: 5 October 2015

Abstract

Details

Living the Work: Promoting Social Justice and Equity Work in Schools around the World
Type: Book
ISBN: 978-1-78441-127-5

Book part
Publication date: 5 October 2015

Christa Boske and Azadeh F. Osanloo

This book provides a deeper understanding of what it means to promote social justice and equity work in schools and communities around the world. Throughout this book, narratives…

Abstract

This book provides a deeper understanding of what it means to promote social justice and equity work in schools and communities around the world. Throughout this book, narratives describe how authors continue to reshape the agenda for educational reform. They remind us of the significance meaningful relationships play in promoting and sustaining reform efforts that address the injustices vulnerable populations face in school communities. Their voices represent the need for engaging with obstacles and barriers and a resistant world through a web of relationships, an intersubjective reality (see Ayers, 1996). As authors engaged in thinking about addressing injustices, they describe how their thoughts transformed into actions moving beyond, breaking through institutional structures, attempting to rebuild and make sense of their own situations (see Dewey, 1938).

Details

Living the Work: Promoting Social Justice and Equity Work in Schools around the World
Type: Book
ISBN: 978-1-78441-127-5

Keywords

Book part
Publication date: 5 October 2015

Abstract

Details

Living the Work: Promoting Social Justice and Equity Work in Schools around the World
Type: Book
ISBN: 978-1-78441-127-5

Book part
Publication date: 29 October 2012

Megan Reid, Alex Bennett, Luther Elliot and Andrew Golub

Purpose – In this chapter, we expand the definition of disaster through combining the tenets of disaster studies with the literature on risks and consequences of war and…

Abstract

Purpose – In this chapter, we expand the definition of disaster through combining the tenets of disaster studies with the literature on risks and consequences of war and conflict-related displacement and dislocation, with a focus on the challenges that drug misuse and changing drug markets present in these contexts. We conclude with policy recommendations for successful community rebuilding with relation to drugs and drug markets following various forms of disaster, gleaned from the combination of these areas of inquiry.

Design/methodology/approach – We discuss the concepts of risk, social vulnerability, and consequences as related to traditional conceptualizations of disaster, and highlight how they can also be applied to the study of veterans returning from war. We focus the on the similarities related to drugs and drug markets.

Findings – Overall, the similar vulnerabilities, potential for trauma, and drug-related consequences experienced by both disaster survivors and veterans suggest that the experience of war and return from such an event could be considered a disaster and analyzed as such.

Originality/value of power – Few scholars have examined how to expand the definition of a disaster and what is examined in the field of disaster studies. This chapter does this by examining how war could be analyzed as a disaster. It demonstrates the parallels between war and traditional disaster.

Details

Disasters, Hazards and Law
Type: Book
ISBN: 978-1-78052-914-1

Book part
Publication date: 4 August 2008

Mark A. Mishken and Krisztina Juhasz

Although performance assessment systems are widely used in government agencies, they are underutilized in promotional decisions. Most promotions are based on the results of…

Abstract

Although performance assessment systems are widely used in government agencies, they are underutilized in promotional decisions. Most promotions are based on the results of knowledge-based exams to the exclusion of other data such as job performance ratings, personality constructs, and motivation. Two empirical studies examined this and made recommendations for change. The first study examined the relationship between early career performance appraisal scores and future organizational advancement. The second study examined how personality variables correlated with desire to advance in the organization to attain supervisory positions. Findings provide support for incorporating job performance measures and personality constructs in promotional decision-making.

Details

Performance Measurement and Management Control: Measuring and Rewarding Performance
Type: Book
ISBN: 978-1-84950-571-0

Abstract

Details

Progress in Psychobiology and Physiological Psychology
Type: Book
ISBN: 978-0-12-542118-8

Content available
Book part
Publication date: 4 October 2022

John E. Baur

Constructive deviance has received increasing attention across the last 20 years. However, because the distinction between constructive and traditional forms of deviance (i.e.

Abstract

Constructive deviance has received increasing attention across the last 20 years. However, because the distinction between constructive and traditional forms of deviance (i.e., destructive) is based on the intent behind the behaviors, it can be difficult to determine which acts are constructive. As an umbrella construct consisting of several forms of deviant acts (e.g., whistle-blowing, employee voice, necessary evils), research into constructive deviance has largely remained focused on the individual behaviors to date. While advancements have been made, this focus has limited the consideration of an overarching understanding of constructive deviance in the workplace. Further, constructs like constructive deviance that straddle the bounds between beneficial and detrimental necessitate the exploration into their antecedents as determined by the employees (i.e., apples), their environments (e.g., barrels), or some combination of the two. The author seeks to advance the research in constructive deviance by proposing a testable model. In which, the author develops an interactionist perspective of the antecedents to reposition constructive deviance as the acts of good employees in restrictive or negative environments. In doing so, the author considers how various aspects of individuals, their organizational environments, and the influence of their leaders interact. The author then develops a multi-stakeholder approach to the outcomes of constructive deviance to consider how the various parties (i.e., organization, coworkers, customers) are expected to respond and how these responses impact the more distal outcomes as well as the likelihood of engaging in future constructive deviance.

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