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Article
Publication date: 4 May 2010

Lisa Worrall, Katy Harris, Roy Stewart, Andrew Thomas and Peter McDermott

This paper aims to identify the main barriers that lead to the under‐representation of women in the UK construction industry. The study, funded by ConstructionSkills, seeks to…

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Abstract

Purpose

This paper aims to identify the main barriers that lead to the under‐representation of women in the UK construction industry. The study, funded by ConstructionSkills, seeks to explore the issues that women face and investigate the potential positive impact that continuous professional development (CPD) may have upon improving the retention and career progression of women.

Design/methodology/approach

The study uses an open‐ended grounded theory (GT) approach, including 231 semi‐structured questionnaires and nine focus groups with women from a range of professional occupations. All the findings were analysed using keyword analysis to identify the top two barriers that women face, alongside a series of cross‐cutting key themes and issues.

Findings

The findings reveal that male‐dominated organisational cultures and inflexible working practices are the main barriers to women in the UK construction industry, irrespective of job role or profession. This paper concludes by arguing for a sea‐change in the expansion of CPD opportunities for women in managerial, confidence and communication based skills, with accompanying networking and support systems to facilitate the retention and advancement of women in the industry sector.

Research limitations/implications

Due to the research approach, the data are not generalisable. Therefore, researchers are advised to research and test the findings with a larger group. Researchers are also recommended to investigate the impact of expanded CPD opportunities for both men and women.

Originality/value

The paper puts forward a business case for the advancement of specific CPD training for women, to facilitate the expansion of equality and diversity in the workforce in the UK construction industry.

Details

Engineering, Construction and Architectural Management, vol. 17 no. 3
Type: Research Article
ISSN: 0969-9988

Keywords

Abstract

Details

Looking for Information
Type: Book
ISBN: 978-1-80382-424-6

Abstract

Details

Looking for Information
Type: Book
ISBN: 978-1-80382-424-6

Book part
Publication date: 27 August 2021

Emma Milne

Abstract

Details

Criminal Justice Responses to Maternal Filicide: Judging the failed mother
Type: Book
ISBN: 978-1-83909-621-1

Book part
Publication date: 15 November 2018

Kelly Lockwood

Imprisonment can severely alter, disrupt, or even terminate mothering. Yet, often seen by society as giving up on or abandoning their children, women in prison tend to invoke less…

Abstract

Imprisonment can severely alter, disrupt, or even terminate mothering. Yet, often seen by society as giving up on or abandoning their children, women in prison tend to invoke less empathy or tolerance than women whose mothering is disrupted through other means, such as illness. Therefore, while many women in prison attach great significance to the role and responsibilities of motherhood, the restrictions of the prison environment impacting the ability to participate in mothering, compounded by a sense of guilt, failure, stigma, shame, and role strain can pose a direct threat to mothering identities of women in prison. Central to the research from which this chapter has developed was the challenge of making sense of the constructed meaning of motherhood for women in prison. Drawing on feminist narrative approaches, significance is placed not only on the content of stories but equally on the social role of the story told (Plummer, 1995). Three key and interrelated narratives are highlighted: “Difficult Disclosures,” “Double-edged Sword,” and “Negotiating Care.” This chapter concludes by considering the implications of the research for policy and practice and how through exploring the stories of mothers in prison we are able to hear about and value a diversity of mothers’ lives, so that these mothers do not have to inhabit the margins of motherhood.

Details

Marginalized Mothers, Mothering from the Margins
Type: Book
ISBN: 978-1-78756-400-8

Keywords

Book part
Publication date: 11 August 2021

Anna Schliehe

Abstract

Details

Young Women's Carceral Geographies: Abandonment, Trouble and Mobility
Type: Book
ISBN: 978-1-83909-050-9

Content available
Book part
Publication date: 30 June 2023

Lisa M. Given, Donald O. Case and Rebekah Willson

Abstract

Details

Looking for Information
Type: Book
ISBN: 978-1-80382-424-6

Article
Publication date: 16 September 2022

Samantha T. Hope, Lisa M. Abrams and David T. Marshall

Teacher residency programs (TRPs) offer an alternative to traditional models of teacher preparation with the aim of developing teachers to work and stay in hard-to-staff schools…

Abstract

Purpose

Teacher residency programs (TRPs) offer an alternative to traditional models of teacher preparation with the aim of developing teachers to work and stay in hard-to-staff schools. Research on these extended field placement programs is limited and typically examines program outcomes or the experiences and development of the pre-service teachers, or residents. This study focuses on a relatively unexamined area of TRPs to explore how providing mentoring and coaching supports the professional development of the in-service TRP coaches.

Design/methodology/approach

This study employed a qualitative case study design. Fourteen coaches in an urban teacher residency program were interviewed over a three-year period. Using a semi-structured protocol, participants’ experiences and the influence of program participation were explored.

Findings

Findings revealed that coaches experienced professional growth in their instructional practices and deepened or renewed their commitment to teaching. Program components such as evidence-based observational tools and protocols encouraged reflective practice and (re)evaluation of teaching that contributed to beliefs about improved practice.

Practical implications

In-service teachers experience development in their pedagogical practices and may feel a renewed sense of professional engagement through serving as a coach for a pre-service teacher. Additionally, hard-to-staff schools that partner with TRPs to recruit and develop new teachers may find an added benefit in retaining a greater number of veteran teachers who participate as coaches in residency pre-service education programs.

Originality/value

Much of the teacher residency literature explores the outcomes and experiences of pre-service teacher residents and has little focus on how these programs may benefit TRP coaches. Coaches have an essential role in the implementation and influence of residency programs on pre-service teachers, yet little is understood about how the act of coaching impacts the in-service teacher coach. This article suggests that coaches experience meaningful professional benefits of participation in TRPs and has implications for effective residency program design.

Details

International Journal of Mentoring and Coaching in Education, vol. 11 no. 4
Type: Research Article
ISSN: 2046-6854

Keywords

Article
Publication date: 8 December 2010

Lisa Rippon

Children and young people with an intellectual disability (referred to in this article as young people) have a higher incidence of mental illness and challenging behaviour than…

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Abstract

Children and young people with an intellectual disability (referred to in this article as young people) have a higher incidence of mental illness and challenging behaviour than individuals without cognitive impairment. Inpatient assessment and treatment in a learning disability‐specific provision rather than mainstream inpatient child and adolescent mental health services (CAMHS) is most beneficial for those young people who experience a more severe intellectual disability or whose presenting complaint is challenging behaviour not associated with a co‐morbid mental illness. Assessment and treatment of this complex group of young people can only be successful if the services which manage them have access to a highly experienced and comprehensive multidisciplinary team. Admission is only worthwhile if recommendations that arise from the assessment can be transferred to the community and those involved in supporting the young person are motivated to work in collaboration with the inpatient team.

Details

Advances in Mental Health and Intellectual Disabilities, vol. 4 no. 4
Type: Research Article
ISSN: 2044-1282

Keywords

Content available
Book part
Publication date: 30 June 2023

Lisa M. Given, Donald O. Case and Rebekah Willson

Abstract

Details

Looking for Information
Type: Book
ISBN: 978-1-80382-424-6

1 – 10 of 20