In the 30 years since Giroux (1983) named schools as a site of resistance, little has happened to sustain and embed that practice in schools. The contexts, structures, and…
In the 30 years since Giroux (1983) named schools as a site of resistance, little has happened to sustain and embed that practice in schools. The contexts, structures, and policies in schools do not foster opportunities for resistance, and schools of education do not prepare teachers to support students’ critical actions in schools, ensuring the reproduction of inequity and injustice. While this is true for all historically marginalized groups, the specific legacy of discrimination (i.e., threats of deportation) faced by Latinx students and communities in the western United States often serves to silence their voices and efforts at resistance (Darder, Noguera, Fuentes, & Sanchez, 2012). In this chapter, we examine data from a student voice research project, including weekly observations (n = 102) for the school year across three public school classrooms, teacher reflections, and student work. This work is framed by the theory of sociopolitical development, implicating both teachers and students in the process of resistance and liberation. The data we explore captures (1) early conversations between students and teachers about issues of racial and economic injustice, (2) the initial resistance of students to having those conversations, (3) increasing trust between teachers and students supporting engagement with the issues, (4) students’ active resistance toward the issues that impacted them, (5) teachers and students working together to challenge unjust policies – at the school, district, and state level.
Scholars and practitioners in the OB literature nowadays appreciate that emotions and emotional regulation constitute an inseparable part of work life, but the HRM…
Scholars and practitioners in the OB literature nowadays appreciate that emotions and emotional regulation constitute an inseparable part of work life, but the HRM literature has lagged in addressing the emotional dimensions of life at work. In this chapter therefore, beginning with a multi-level perspective taken from the OB literature, we introduce the roles played by emotions and emotional regulation in the workplace and discuss their implications for HRM. We do so by considering five levels of analysis: (1) within-person temporal variations, (2) between persons (individual differences), (3) interpersonal processes; (4) groups and teams, and (5) the organization as a whole. We focus especially on processes of emotional regulation in both self and others, including discussion of emotional labor and emotional intelligence. In the opening sections of the chapter, we discuss the nature of emotions and emotional regulation from an OB perspective by introducing the five-level model, and explaining in particular how emotions and emotional regulation play a role at each of the levels. We then apply these ideas to four major domains of concern to HR managers: (1) recruitment, selection, and socialization; (2) performance management; (3) training and development; and (4) compensation and benefits. In concluding, we stress the interconnectedness of emotions and emotional regulation across the five levels of the model, arguing that emotions and emotional regulation at each level can influence effects at other levels, ultimately culminating in the organization’s affective climate.
Emotion work benefits service organizations, but high emotion-workloads lead to negative consequences for employees. We examined differences between employees highly…
Emotion work benefits service organizations, but high emotion-workloads lead to negative consequences for employees. We examined differences between employees highly competent in emotion work (Experts) and those who are less competent (Novices). We found that Novices conformed to organizational level display rules, used simple strategies and felt overwhelmed by their emotion-workload. In contrast, Experts followed interaction level display rules, used proactive strategies, and found emotion work to be effortless. This suggests that emotion work competence can act as a firewall buffering employees from negative consequences. Hospitality organizations can benefit from encouraging employees to increase their emotion work competence.
The purpose of this paper is to provide an estimate of the demand and supply in the housing market in Colombia in a period of high real estate valuation (2005-2016). On…
The purpose of this paper is to provide an estimate of the demand and supply in the housing market in Colombia in a period of high real estate valuation (2005-2016). On the demand side, it evaluates the impact of new housing prices, unemployment, stock market returns, real wages in the retail sector, remittances and mortgage rates. On the supply side, it estimates the influence of the price of new housing, construction costs, time deposit (TD) and mortgage rates. Real estate valuation was analyzed considering foreigners migration and land prices evolution.
Ordinary least squares (OLS) was used to estimate housing area with the semilog regression model and also to construct price models. OLS was also used in price models. Since quantities depend on prices and vice versa, a two-stage least squares (2SLS) was implemented.
Rising prices in new homes have an “elastic” effect on both demand and even higher effect on supply. Likewise, the real wage index for the retail sector has an elastic effect. On the other hand, the response to interest rates is negative, but statistically significant only on the supply side. Furthermore, the inflow of remittances is “inelastic” and statistically insignificant.
Housing can sometimes be a Giffen good, this result challenges the traditional neoclassical model, but it can be explained by investment reasons and “bubble” behavior in the housing market. One last influence is the difference between “temporary” and “permanent” migrations. The latter has a statistically significant and perfectly inelastic effect on the price of new homes.
This study aims to provide a review of antecedents of destructive deviance and classify them into three levels, namely, personal, interpersonal and organizational level in…
This study aims to provide a review of antecedents of destructive deviance and classify them into three levels, namely, personal, interpersonal and organizational level in the proposed integrated conceptual framework. Furthermore, it proposes three levels of interventions to prevent or modify destructive deviance.
Systematic literature review of the past 23 years was carried out for the current study to identify the antecedents of destructive deviance.
This study proposes an integrated conceptual framework incorporating three levels of antecedents and interventions for overcoming destructive deviance. Findings classified the antecedents of destructive deviance into three categories, namely, personal, interpersonal and organizational level variables. Similarly, the proposed interventions were classified into three levels, namely, individual (employee resilience, mindfulness), interpersonal (mentoring, peer support) and organizational-level interventions (talent management, internal corporate communication) that organizations should concentrate on to reduce destructive deviance and facilitate health and well-being of employees.
This study posits three-level interventions to reduce or transform negative characteristics and overcome the negative impact of interpersonal and organizational level antecedents on destructive deviance among employees. The suggested three-level interventions not only reduce the negative characteristics and transform negative behaviors but also lay a significant pavement for fostering positive emotions among employees.
This study classifies the antecedents of destructive deviance into three categories, namely, personal, interpersonal and organizational-level antecedents. Further, this study offers three-level interventions for overcoming destructive deviance among employees.