Young people are widely known to have poorer outcomes, social status and political representation than older adults. These disadvantages, which have come to be largely…
Young people are widely known to have poorer outcomes, social status and political representation than older adults. These disadvantages, which have come to be largely normalized in the contemporary context, can be further compounded by other factors, however, and are particularly amplified by coming from a lower social class background. An additional challenge for young people is associated with place, with youth who live in more remote and less urban areas at a higher risk of being socially excluded (Alston & Kent, 2009; Shucksmith, 2004) and/or to face complex and multiple barriers to employment and education than their urban-dwelling peers (Cartmel & Furlong, 2000). Drawing upon interviews and focus groups in a qualitative project with 16 young people and five practitioners, and using Nancy Fraser’s tripartite theory of social justice, this paper highlights the various and interlocking disadvantages experienced by working-class young people moving into and through adulthood in Clackmannanshire, mainland Scotland’s smallest council area.
The purpose of this paper is to introduce a social network analysis (SNA) toolkit aiming to enable leaders, educators and researchers work together to deepen their…
The purpose of this paper is to introduce a social network analysis (SNA) toolkit aiming to enable leaders, educators and researchers work together to deepen their understanding of classroom social network dynamics. In doing so, the authors provide both theoretical and practical steps in building a bridge between theory and practice and a step-by-step introduction to designing and implementing SNA to understand socially responsive classrooms. To make the case, the authors present data that were collected through an SNA survey completed by eighth graders in two highly diverse classrooms in Southern California.
Driven by an SNA perspective, the authors highlight the potential value of examining social interdependencies and interconnectedness among students in a classroom network. The SNA toolkit was employed to calculate social network measures and develop network maps for each classroom.
The toolkit has shown to provide a comprehensive platform in gaining important insights into students’ social relationships, particularly those who are underserved and at higher risk of exclusion. The findings have shown that some of the students in the two classrooms were more likely to remain on the periphery of their social networks, particularly those who are traditionally more likely to be marginalized including students with disabilities as well as racially and linguistically diverse students.
The toolkit in the hands of leaders and teachers may provide a powerful tool for personalized professional development and act as a catalyst in bridging the gap between research and practice.
Focuses on the needs of recent immigrant children in Canadiancities. Outlines the problems teachers face in the assessment, placementin classes and teaching of recent…
Focuses on the needs of recent immigrant children in Canadian cities. Outlines the problems teachers face in the assessment, placement in classes and teaching of recent immigrant children in a Winnipeg area elementary school. Suggests that there should be specific policies relating to the education of these children taking into account the sociological realities of school life. The policies should provide a context and the resources to support school and classroom practices that enable teachers to define and operationalize sound educational experiences for immigrant children.
The purpose of this paper is to develop a conceptual framework of severe expatriate crises focusing on the occurrence of “fit-dependent” crisis events, which is when the…
The purpose of this paper is to develop a conceptual framework of severe expatriate crises focusing on the occurrence of “fit-dependent” crisis events, which is when the crisis is “man made” and triggered by expatriates’ maladjustment or acculturation stress in the host country. The authors focus on the causes, prevention and management of fit-dependent expatriate crises.
The authors develop a conceptual framework of fit-dependent expatriate crises that involves different levels of analysis.
The conceptual framework shows that crises can be triggered at micro, meso and macro levels ranging from the personal and family domains (micro), to the network and organisational domains (meso) as well as the host country domain (macro). The authors conceptualise these “domains of causes” as triggering maladjustment and acculturation stress that ultimately leads to a severe crisis event with correspondingly serious and potentially life-changing consequences. Furthermore, using a process perspective, the authors outline strategies for preventing and managing crises before, during and after the crisis occurs, discussing the support roles of various internal (organisational) and external (specialist) stakeholders.
Studying the link between expatriation and crises is a highly relevant research endeavour because severe crisis events will impact on HRM policies, processes and procedures for dealing with employees living abroad, and will create additional challenges for HRM beyond what could normally be expected. Using attribution theory to explain why organisational support and intervention to assist expatriates during a crisis is not always forthcoming, and theories of social networks to elucidate the “first responder” roles of various support actors, the authors contribute to the expatriate literature by opening up the field to a better understanding of the dark side of expatriation that includes crisis definition, prevention, management and solutions.
As the most racially diverse postsecondary sector, community college student populations are heavily Black and Brown. It is well settled that for every student credit hour…
As the most racially diverse postsecondary sector, community college student populations are heavily Black and Brown. It is well settled that for every student credit hour earned, a financial reward is generated; however, it is not until individuals attain a baccalaureate degree that they tend to have the socioeconomic power to pull themselves and their families out from poverty. Looking specifically at mathematics achievement and self-efficacy, I examine differences among pathways by institutional level—two-year, four-year, other, or no postsecondary education—and find that there is a division in the mathematics achievement and self-efficacy of Black rural Americans (US) who attend four-year institutions as compared to all others. Thus, while policies advancing free community college may enhance the visibility and perceived affordability of community colleges for Black rural Americans (US), to reduce poverty there needs to be greater attention to the mathematics achievement and self-efficacy in K-12 education.