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Book part
Publication date: 20 June 2017

David Shinar

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Traffic Safety and Human Behavior
Type: Book
ISBN: 978-1-78635-222-4

Book part
Publication date: 20 July 2017

Angela Hall, Stacy Hickox, Jennifer Kuan and Connie Sung

Barriers to employment are a significant issue in the United States and abroad. As civil rights legislation continues to be enforced and as employers seek to diversify their…

Abstract

Barriers to employment are a significant issue in the United States and abroad. As civil rights legislation continues to be enforced and as employers seek to diversify their workplaces, it is incumbent upon the management field to offer insights that address obstacles to work. Although barriers to employment have been addressed in various fields such as psychology and economics, management scholars have addressed this issue in a piecemeal fashion. As such, our review will offer a comprehensive, integrative model of barriers to employment that addresses both individual and organizational perspectives. We will also address societal-level concerns involving these barriers. An integrative perspective is necessary for research to progress in this area because many individuals with barriers to employment face multiple challenges that prevent them from obtaining and maintaining full employment. While the additive, or possibly multiplicative, effect of employment barriers have been acknowledged in related fields like rehabilitation counseling and vocational psychology, the Human Resource Management (HRM) literature has virtually ignored this issue. We discuss suggestions for the reduction or elimination of barriers to employment. We also provide an integrative model of employment barriers that addresses the mutable (amenable to change) nature of some barriers, while acknowledging the less mutable nature of others.

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Research in Personnel and Human Resources Management
Type: Book
ISBN: 978-1-78714-709-6

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Traffic Safety and Human Behavior
Type: Book
ISBN: 978-1-78635-222-4

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Book part
Publication date: 21 July 2022

Ian Ruthven

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Dealing With Change Through Information Sculpting
Type: Book
ISBN: 978-1-80382-047-7

Book part
Publication date: 13 December 2023

Derrick R. Brooms, Marcus L. Smith and Darion N. Blalock

This chapter takes a panoramic view to explore the lives of collegiate Black men. We begin with brief reflections from our own experiences to position ourselves to and alongside…

Abstract

This chapter takes a panoramic view to explore the lives of collegiate Black men. We begin with brief reflections from our own experiences to position ourselves to and alongside Black men's lives and college years. After setting the stage through our own reflections, we explore the literature on Black men's lives during their college years and pay particular attention to their social statuses, campus engagement, and health and well-being. Two critical components in many Black men's collegiate experiences are how they are projected in wider US society through deficit-based perspectives and repositioned away from educational success. We interrogate these realities and advance a discussion on ways to improve the conditions, environment, and understanding of their college journeys and possibilities. We conclude with recommendations for research, practice, and policy.

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Black Males in Secondary and Postsecondary Education
Type: Book
ISBN: 978-1-80455-578-1

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Researcher Highlight: Dr. Carter G. Woodson (1875–1950)

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Black American Males in Higher Education: Diminishing Proportions
Type: Book
ISBN: 978-1-84855-899-1

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Book part
Publication date: 16 August 2021

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Intercultural Management in Practice
Type: Book
ISBN: 978-1-83982-827-0

Book part
Publication date: 13 December 2023

Renae D. Mayes, E. Mackenzie (Ken) Shell and Stephanie Smith-Durkin

While the literature on twice exceptionality is growing, it often focuses on twice exceptionality generally, overlooking within group differences that may create unique…

Abstract

While the literature on twice exceptionality is growing, it often focuses on twice exceptionality generally, overlooking within group differences that may create unique experiences for students. As such, there is a need to explicitly detail these differences to push the knowledge base forward. This chapter focuses on the unique needs and experiences of twice exceptional (2E) Black boys as they navigate K-12 schools. Further, this chapter details the ways in which school counselors may respond to their needs through comprehensive, antiracist school counseling practices. Finally, implications for policy and research are discussed.

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Black Males in Secondary and Postsecondary Education
Type: Book
ISBN: 978-1-80455-578-1

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Book part
Publication date: 7 January 2019

Katy Vigurs

The author feels haunted; troubled by the ethnography that the author conducted some years ago of a new partnership group that was attempting to set up a community learning…

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The author feels haunted; troubled by the ethnography that the author conducted some years ago of a new partnership group that was attempting to set up a community learning centre. The author is aware that it doesn’t sound like a particularly alarming research topic, and perhaps that is where some of the issues began. The author did not expect an ethnographic haunting to occur. The partnership recruited the author less than a year into the creation of the project and spent two years as a sort of ‘researcher in residence’. The original idea was that the author would observe the initial development of the project and then, when the community learning centre was established, the author would research the centre’s activities and how they were experienced by village residents. However, fairly soon into the project, problematic dynamics developed within the group, leading to irreconcilable conflict between members. The community learning centre was never established and the author was left to piece together an ethnography of a failed partnership. Researching an increasingly dysfunctional partnership was an emotionally exhausting activity, especially when relationships between members became progressively hostile. Managing data collection and analysis at this time was difficult, but the author was shocked that, a number of months (and now years) later, revisiting the data for publication purposes remained uncomfortable. The author managed to produce the PhD thesis on the back of this study, but the author has not felt able to go back to the data, despite there being findings worthy of publication. This ethnography is in a state of limbo and is at risk of becoming lost forever. In this chapter, the author explores the reasons for this and discusses lessons learned for future projects.

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The Lost Ethnographies: Methodological Insights from Projects that Never Were
Type: Book
ISBN: 978-1-78714-773-7

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Book part
Publication date: 17 December 2016

Marguerite Anne Fillion Wilson and Denise Gray Yull

While scholars recognize that parent engagement in children’s education is beneficial, much of the normative parent involvement literature rests on the assumption that…

Abstract

While scholars recognize that parent engagement in children’s education is beneficial, much of the normative parent involvement literature rests on the assumption that marginalized parents of color must be taught white middle-class norms of conduct in order to engage with the school system. In this chapter, we describe the ways our critical ethnographic implementation and analysis of the Parent Mentor Program – a parent engagement project in a small urban school district in Central New York – re-envisions parent engagement in three interrelated ways. First, we argue that the project is race-, class-, gender-, and power-conscious, drawing on the interrelated theoretical frames of Critical Race Theory and Critical Whiteness Studies. Second, we argue that the program and research are unique in utilizing the toolkit of critical ethnography to not merely describe, but also to intervene in educational inequity. Third, we argue that the program has a more holistic goal than much of the parent engagement literature, as it seeks to connect parent engagement and activism with the larger antiracist goal of using restorative justice strategies to disrupt the disproportionate disciplining of Black students. Focusing on critical ethnographic methods in practice, we analyze the shifting positionalities of a multiracial research team as we grappled with methodological dilemmas in the first three years of the program. We document how we balanced the goals of introducing a race-conscious framework and catalyzing critical consciousness with the realities of constantly renegotiating entry in a school district characterized by colorblindness and colormuteness.

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