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1 – 10 of 15Nisha Nair, Deborah Cain Good and Audrey J. Murrell
Given the nascent stage of research on microaggressions, the study is an attempt to better understand the experience of microaggressions and examine it from the point of view of…
Abstract
Purpose
Given the nascent stage of research on microaggressions, the study is an attempt to better understand the experience of microaggressions and examine it from the point of view of different marginalized minority identities. The purpose of this paper is to report on the subjective experience of microaggressions from the lenses of gender, race, religion and sexual orientation.
Design/methodology/approach
To explore how microaggressions are experienced by different identities, the authors conducted four focus group studies with university students at a prominent Midwestern university. Each focus group focused on the experience of microaggressions for a particular identity group.
Findings
The authors discuss the nature and forms of exclusion that occur through microaggressions, and offer six microaggression themes that emerged as common across the marginalized identities studied. The authors add to the microaggression taxonomy and highlight the role of repetition in how microaggressions are perceived. The authors also discuss intersectional microaggressions.
Originality/value
While various studies have focused on reporting microaggression themes with regard to singular identities, this study is potentially the first that explores microaggression themes across different marginalized identities. The findings highlight novel forms of microaggressions such as the revealing or making visible of marginalized identities, and microaggressions emanating from within a minority group directed at other members within the same identity group, what the authors call as in-group microaggressions. The authors highlight and point to the need for more work on intersectional microaggressions.
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Deborah Richards, Salma Banu Nazeer Khan, Paul Formosa and Sarah Bankins
To protect information and communication technology (ICT) infrastructure and resources against poor cyber hygiene behaviours, organisations commonly require internal users to…
Abstract
Purpose
To protect information and communication technology (ICT) infrastructure and resources against poor cyber hygiene behaviours, organisations commonly require internal users to confirm they will abide by an ICT Code of Conduct. Before commencing enrolment, university students sign ICT policies, however, individuals can ignore or act contrary to these policies. This study aims to evaluate whether students can apply ICT Codes of Conduct and explores viable approaches for ensuring that students understand how to act ethically and in accordance with such codes.
Design/methodology/approach
The authors designed a between-subjects experiment involving 260 students’ responses to five scenario-pairs that involve breach/non-breach of a university’s ICT policy following a priming intervention to heighten awareness of ICT policy or relevant ethical principles, with a control group receiving no priming.
Findings
This study found a significant difference in students’ responses to the breach versus non-breach cases, indicating their ability to apply the ICT Code of Conduct. Qualitative comments revealed the priming materials influenced their reasoning.
Research limitations/implications
The authors’ priming interventions were inadequate for improving breach recognition compared to the control group. More nuanced and targeted priming interventions are suggested for future studies.
Practical implications
Appropriate application of ICT Code of Conduct can be measured by collecting student/employee responses to breach/non-breach scenario pairs based on the Code and embedded with ethical principles.
Social implications
Shared awareness and protection of ICT resources.
Originality/value
Compliance with ICT Codes of Conduct by students is under-investigated. This study shows that code-based scenarios can measure understanding and suggest that targeted priming might offer a non-resource intensive training approach.
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Julie Z. Sneath, Carol M. Megehee and Deborah F. Spake
The purpose of this paper is to examine the subculture of Southern Mardi Gras society in coastal Mississippi and Alabama.
Abstract
Purpose
The purpose of this paper is to examine the subculture of Southern Mardi Gras society in coastal Mississippi and Alabama.
Design/methodology/approach
Participant observation was used to explore the subculture as well as depth interviews with 42 informants who participated in Mardi Gras societies and/or balls.
Findings
The findings demonstrate that social identity theory is supported in Southern Mardi Gras society and that elements of racial divide, social stratification, and fixity of residence continue to support this subculture.
Originality/value
While most who are aware of Mardi Gras traditions associate it solely with New Orleans, this paper presents the rich subculture of Mardi Gras societies that extends along the upper Gulf Coast region of the USA. Tied to tourism in this region, these practices are explored for the nuances of this subculture and the Mardi Gras event myth.
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Anna Milena Galazka and Sarah Jenkins
Drawing on interviews with two types of essential workers – wound clinicians and care workers – the chapter examines stigma management in dirty care work through the lens of…
Abstract
Drawing on interviews with two types of essential workers – wound clinicians and care workers – the chapter examines stigma management in dirty care work through the lens of emotion management. The study combines two dimensions of dirty work: physical taint in relation to bodywork and social taint linked to working in close proximity to socially stigmatized clients. Hence, stigma management extends to dealing with the physically and socially dirty features of essential care work. In addition, the authors’ assessment of social stigma includes how essential care workers also sought to alleviate the social stigma encountered by their clients. In so doing, the authors extend the literature on dirty work to identify how emotion management skills are central to the stigma management strategies of the essential care workers in this study. The authors demonstrate how both groups deal with their stigma by emphasizing the emotion management skills in ‘doing’ dirty work and in the ‘purpose’ of this work, which includes acknowledging how the authors attempt to address the social taint encountered by their clients. Additionally, by comparing two occupations with different contexts and conditions of work, the authors show how complex emotion management skills are gendered in care work to expand the understanding of gender and stigma management. Furthermore, these emotion management skills emanate from the deep relational work with clients rather than through occupational communities. The authors argue that by focussing on emotion management, the hidden skills of dirty work in gendered care work are illuminated and contribute to contemporary debates about whether stigma can be overcome.
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M. Neus Álvarez, M. Laura Angelini, Inmaculada López-Lull and Chiara Tasso
This chapter examines how lesson study is reported with pre-service teachers in initial teacher education programmes. Different voices are included talking about the ways in which…
Abstract
This chapter examines how lesson study is reported with pre-service teachers in initial teacher education programmes. Different voices are included talking about the ways in which lesson study has been reported in various settings so far. The chapter concludes with a qualitative study of student-teachers’ reflections drawn from their reports, written after finalising the lesson study cycle at the Universidad Católica de Valencia. The analysis provides support for the premise that lesson study significantly promotes research in ITE and develops a more critical approach to literature about pedagogy and good practice in teaching.
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Beginning in narrative re-evaluated daily from classrooms inside prison walls, this article further explores cultural, ethical, and social values of teaching college courses…
Abstract
Beginning in narrative re-evaluated daily from classrooms inside prison walls, this article further explores cultural, ethical, and social values of teaching college courses inside the wall. Interrogating public discourse over what Eric Schlosser terms the “prison–industrial complex” arrogates subsequent considerations. Prison-building became a growth industry, even as prevailing political response to prisoners themselves became increasingly censorious and unforgiving. Traditional American culture preaches redemption but relishes abasement, promises forgiveness but refuses forgetting. Carefully examining further questions about humanistic discourse as a possible locus for radicalization, we finally confront how the prisoners’ situation reflects rather than deflects traditional expectations.
THE recruitment, training and payment of librarians are matters of import, not only to the youngest entrant into this work, but also to established librarians and to the public…
Abstract
THE recruitment, training and payment of librarians are matters of import, not only to the youngest entrant into this work, but also to established librarians and to the public. Although training was initiated forty years ago by the then chief librarians of libraries, it has in recent years become a very intimate concern of library assistants and of parents and others in charge of young folk who are considering librarianship as their possible career. After thirty years of experiment, with minor changes, the Library Association syllabus has now been completely remodelled. We have also reached a stage when we can consider to some extent, although not adequately, the effect upon the profession of our whole‐time library school of university rank. The various phases of the work must therefore be of great interest to every reader of The Library World; and this is sufficient justification for the special attention which the subject receives in this number. The first question must always be the economic and human one. Is the profession sufficiently large, and of enough importance, to justify parents in allowing lads or girls, who have gone through a secondary or even university training, to devote themselves to the somewhat protracted study which is prescribed for the work? Then, again, is the training now placed before the would‐be aspirant to library work a wise training? Is it too special, too technical, too scholarly; indeed, is the library authority, whoever and wherever it may be, asking too much for what most people regard as the very simple work of managing and distributing and exploiting books?
Carolyn S. Hunt and Deborah MacPhee
This article presents a case study of Kelly, a third-grade teacher enrolled in a literacy leadership course within a Master of Reading program. In this course, practicing teachers…
Abstract
Purpose
This article presents a case study of Kelly, a third-grade teacher enrolled in a literacy leadership course within a Master of Reading program. In this course, practicing teachers completed an assignment in which they implemented a literacy coaching cycle with a colleague, video-recorded their interaction, and conducted critical discourse analysis (CDA) of the interaction. The authors explore how engaging in CDA influenced Kelly's enactment of professional identities as she prepared to be a literacy leader.
Design/methodology/approach
Data presented in this article are taken from a larger study of four white, middle-class teachers enrolled in the course. Data sources included the students' final paper and semistructured interviews. The researchers used qualitative coding methods to analyze all data sources, identify prominent themes, and select Kelly as a focal participant for further analysis.
Findings
Findings indicate that Kelly's confidence as a literacy leader grew after participating in the coaching cycle and conducting CDA. Through CDA, Kelly explored how prominent discourses of teaching and learning, particularly those relating to novice and expert status, influenced Kelly in-the-moment coaching interactions.
Originality/value
Previous literacy coaching research suggests that literacy coaches need professional learning opportunities that support a deep understanding of coaching stances and discursive moves to effectively support teachers. The current study suggests that CDA may be one promising method for engaging literacy coaches in such work because it allows coaches to gain understandings about how discourses of teaching and learning function within coaching interactions.
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Susan C. Cooper and Susan E. Hillyard
The winter 1987 issue of Reference Services Review featured a bibliography of AIDS‐related materials prepared by Edmund SantaVicca, former head of Collection Management Services…
Abstract
The winter 1987 issue of Reference Services Review featured a bibliography of AIDS‐related materials prepared by Edmund SantaVicca, former head of Collection Management Services at Cleveland State University.