Search results
1 – 10 of over 6000Jenny Weissbourd, Maureen Conway, Joyce Klein, Yoorie Chang, Douglas Kruse, Melissa Hoover, Todd Leverette, Julian McKinley and Zen Trenholm
The paper discusses the relationship between systemic inequity and wealth disparity and advocates for expanding employee share ownership as a strategy to address divides in income…
Abstract
Purpose
The paper discusses the relationship between systemic inequity and wealth disparity and advocates for expanding employee share ownership as a strategy to address divides in income and wealth by race and gender. It targets diverse actors including policymakers, philanthropic leaders and social investors and presents a set of policy proposals and practice ideas that seek to advance a broader understanding of employee share ownership and build the capacity of key organizations to support employee-owned businesses.
Design/methodology/approach
This paper draws on data indicating positive outcomes from employee share ownership programs (ESOPs) related to job quality, economic stability and wealth-building, as well as widespread political support for ESOPs.
Findings
This paper suggests that employee share ownership can help to strengthen job quality and address race and gender income and wealth gaps. It argues that there is both public support and a range of different strategies actors can implement to expand awareness and access to different forms of employee share ownership.
Research limitations/implications
Additional research focused on other forms of employee share ownership (beyond ESOPs) is needed to deepen understanding of how each form can play a role in addressing racial and gender wealth inequities. The paper acknowledges that despite the potential of employee share ownership to mitigate racial and gender wealth gaps, additional simultaneous strategies are required to address the range of systemic barriers that have disproportionately limited women and people of color's participation in ESOPs.
Practical implications
Policymakers are actively seeking new proposals, while philanthropic leaders, social investors and others are also eager to build awareness and understanding of employee ownership models and develop the institutional capacity necessary to support strong employee-owned businesses. This paper directly responds to these needs and contributes to a broader collaborative effort to spread employee share ownership policies and practices that support economic recovery and lay the foundation for a more equitable and resilient economy.
Social implications
Employee share ownership is not yet a strategy that is well understood among policymakers and the public, but it connects to and supports outcomes that are top of mind for many, including increasing local ownership and bolstering local economies, helping small business owners retire in ways that preserve local jobs and businesses, strengthening job quality and workforce development, addressing racial inequity and economic inequality and providing workers greater voice and agency. This paper seeks to connect employee ownership to these high-priority issues and support efforts by a range of organizations to implement policy and practice solutions.
Originality/value
This paper fulfills an identified need to aggregate recent research on the relationship between employee share ownership and wealth inequities on the basis of race and gender. It also offers a timely argument that employee ownership strategies can play an important role in responding to the challenges facing communities and workers – particularly women workers and workers of color – as we rebuild from the COVID-19 pandemic.
Details
Keywords
Negin Dahya, W.E. King, Kung Jin Lee and Jin Ha Lee
Virtual reality (VR) is becoming a more available technology including in public spaces like libraries. The value and role of VR as a tool for learning and social engagement are…
Abstract
Purpose
Virtual reality (VR) is becoming a more available technology including in public spaces like libraries. The value and role of VR as a tool for learning and social engagement are unclear. The purpose of this paper is to explore the ways in which library patrons and librarians perceive VR and experience VR through library drop-in programs.
Design/methodology/approach
This paper is based on research conducted in seven Washington State Libraries where VR was adopted for drop-in programming for the first time. Data was collected between March and June 2018 and involved interviews with librarians and patrons, a patron user experience survey, and observational field notes from researchers on site during library programs.
Findings
Findings are presented in relation to user perceptions of VR compared to their actual VR experiences, and in relation to informal learning and social engagements. The authors frame the analysis and discussion in relation to sociotechnical imaginaries – culturally situated ideas about the relationship between society and technology, and considering the larger cultural landscape that informs collective views about the present and future.
Social implications
The paper discusses pending and potential inequalities related to gender, race and class in conversation with technology industry and VR. Issues discussed include unequal access to technology in public libraries and representation of minoritized groups in VR.
Originality/value
This work takes a critical perspective considering the inequities in relation to mainstreaming VR through public spaces like libraries.
Details
Keywords
The purpose of this paper is to explore research on the inclusion of women and discourses on gender in the social studies curriculum, with the goal of promoting gender equality.
Abstract
Purpose
The purpose of this paper is to explore research on the inclusion of women and discourses on gender in the social studies curriculum, with the goal of promoting gender equality.
Design/methodology/approach
To gauge how issues on gender are being taken up in classrooms around the world, the process started by exploring Compare, Comparative Education, Comparative Education Review and International Journal of Educational Development. Initially, studies related to the social studies curriculum were examined. The research then expanded beyond the social sciences and these journals. The next level of research used a mixture of the key search terms “inclusion,” “gender discourse,” “women,” “gender equality” and “curriculum.” Studies conducted around the world were examined to broaden the understanding of global research on women and gender discourses in the curriculum.
Findings
Although progress is evident, reform measures are necessary to ameliorate the inclusion of women and gender discourses in the curriculum. Implementing these strategies in social studies education may be effective steps to achieve gender equality: (1) consistently encourage students to critique power structures and systems of oppression; (2) include the exploration of gender fluidity, masculinity and the fluidity of masculinity in the curriculum; (3) examine intersectional identities such as race, gender and sexuality; and (4) utilize teacher education programs and professional development as key sites to help educators improve the amount of and approach to gender discourse in the classroom.
Originality/value
After reviewing these studies, the combined findings offer potential steps to achieve gender equality.
Details
Keywords
Brian C. Martin, Leiyu Shi and Ryan D. Ward
The purpose of this paper is to examine race, gender and language concordance in terms of importance to primary care.
Abstract
Purpose
The purpose of this paper is to examine race, gender and language concordance in terms of importance to primary care.
Design/methodology/approach
The 2003 Medical Expenditure Panel Survey Household Component (MEPS) was used. Four distinguishing primary care attributes and selected measures were operationalized primarily from a sample subset that identified a usual source of care (USC): accessibility to USC; interface between primary care and specialist services; treatment decisions; and preventive services received from the USC. Bivariate and multivariate results are reported.
Findings
Adjusting for covariates, the following items remained statistically significant: race – choosing primary care physician as USC, USC having office hours, and going to USC for new health problems; gender – choosing primary care physician as USC and USC having office hours; and language – lack of difficulty contacting the USC after hours. However, these items appear to be isolated cases rather than indicators that concordance plays a key role in determining primary care quality. Language barriers/communication issues are the only areas where improvement appears warranted.
Research limitations/implications
While the study has strong accessibility and interpersonal relationship measures, service coordination and comprehensiveness indicators are limited. The analyses' cross‐sectional nature also poses a problem in drawing causal relationships and conclusive findings. Finally, sample size limitations preclude stratified analyses across racial/ethnic groups, an important consideration as the relationships between concordance and quality may vary across groups.
Practical implications
This study indicates that more research is needed in this area to determine future resource allocation and policy direction.
Originality/value
The unique contribution of the study is to suggest that race and gender concordance may not accurately predict primary health care quality.
Details
Keywords
Over the last two decades, the academy has made positive strides toward gender equality across its academic and administrative functions. However, the structural discriminatory…
Abstract
Over the last two decades, the academy has made positive strides toward gender equality across its academic and administrative functions. However, the structural discriminatory constructions of the academy as a workplace for women of color persist, including geographic, remuneration, promotion, tenure appointments, and research support (Marwell, Rosenfeld, & Spillerman, 1979). In South Africa, a country with a historical heritage of racial and gender discrimination, the experiences of women of color in business schools are amplified in relationships with students, white male-dominated big business organizations, peers, and colleagues. Subliminal and overt questioning of the academic legitimacy of women of color and, by inference, the education quality of Previously White Institutions that hire women of color is exclusionary. This autoethnographic narrative describes lived experiences of questioned professional “legitimacy” that impact career progression and collegial relationships. I also reflect on practical approaches and tools that have been effective in enabling professional thriving in spite of the persistent challenges.
Details
Keywords
Lobat Asadi and Salma Ali
This chapter identifies the broad interdisciplinary ideologies of entitlement in order to situate and understand the potential theoretical informants of excessiveness in teacher…
Abstract
This chapter identifies the broad interdisciplinary ideologies of entitlement in order to situate and understand the potential theoretical informants of excessiveness in teacher entitlement. Although the authors' perspectives and experiences on the theme of entitlement are located in the US educational system, this is accompanied by an awareness of the need to examine the topic internationally since the topic needs to “be reconsidered in terms of contextual variables.”
Psychological and organizational entitlement were the prevalent strains of entitlement that emerged in the reviewed literature and “academic entitlement” specific to the field of education. Therefore, three strands, psychological, organizational and academic, form the thematic categories for this scoping literature review.
Most literature on “academic entitlement” deals with excessive entitlement amongst students. No reference to excessive teacher entitlement was found. However, specific gaps were found in: (1) what qualifies as excessive teacher entitlement, (2) research scholarship on teacher entitlement, and (3) entitlement studies specifically aimed at global reach and applicable to teachers.
The theoretical informants of teacher entitlement identified in this study indicate that the phenomenon goes beyond individual mindset to encompass the mediation of sociocultural and political factors in its construction, thus rendering a simple theory of excessiveness in association with teacher entitlement improbable at this time.
Details
Keywords
Hangyan Lu and Warren A. Hodge
The purpose of this paper is to argue for a multi-dimensional and developmental notion of researcher positionality in conducting qualitative research, in lieu of the dichotomous…
Abstract
Purpose
The purpose of this paper is to argue for a multi-dimensional and developmental notion of researcher positionality in conducting qualitative research, in lieu of the dichotomous notion of outsider and insider. The former emphasizes the agentive role researchers play in knowledge production, whereas the latter has been much challenged as oversimplified and insufficient in understanding the dynamic interactions in which field researchers engage.
Design/methodology/approach
The paper borrows Milner’s (2007) four-level framework of research personality to reflect on one cross-cultural narrative inquiry study.
Findings
Reflective stories revealed that researcher positionality captures threads of intersectionality as well as inter- and intra-personal dynamics, and thus better informs the research process than what concept of insider/outsider dichotomy can do.
Research limitations/implications
The paper enriches the discussion of research positionality in qualitative research by involving a cross-cultural study where the researcher moved to-and-fro two sites.
Practical implications
The paper suggests a methodological and practical way of raising researcher’s awareness and agency relative to positionality by exposing the researcher to cross-cultural settings.
Originality/value
While the multi-dimensional aspect of researcher positionality and its relatedness to research findings has been much discussed, not much acknowledgment has been given to the developmental aspect of research positionality.
Details
Keywords
This study aims to refocus the field of Hip Hop based education on youth identities and epistemologies rather than on the tangible artifacts of Hip Hop culture. It argues that…
Abstract
Purpose
This study aims to refocus the field of Hip Hop based education on youth identities and epistemologies rather than on the tangible artifacts of Hip Hop culture. It argues that centering classroom pedagogy and curriculum on youth self-actualization best supports the critical literacy development of students grappling with social and structural inequities within an ever-evolving youth and media culture.
Design/methodology/approach
Building upon previous literature on critical literacy, Hip Hop pedagogy and adolescent identity formation, this paper shares data from a semester-long teacher–researcher case study of a high school Hip Hop literature and culture class to explore how young people develop critical literacies and self-actualizing practices through a critical study of youth culture.
Findings
For youth engaged in Hip Hop culture, co-constructing spaces to discuss their consumption of popular media and culture in class allows them to openly grapple with questions of identity, provide support for each other in dealing with these questions and reflect more critically upon their self-constructed, performed and perceived identities.
Originality/value
This form of English education challenges traditional notions of teaching and learning as it positions students as co-creators of curriculum and as part of the curriculum itself. Building on research that frames Hip Hop pedagogy as a culturally relevant tool for engaging urban youth, this paper argues that educators should approach critical Hip Hop literacy development as a means by which young people across diverse educational and social backgrounds come to know themselves and others as part of the process of self-actualization and critical resistance.
Details
Keywords
Carin A. Lightner-Laws, Mario V. Norman and Constance A. Lightner
The purpose of this paper is to highlight the importance of cultivating belongingness within an organization. This paper will also indicate ways human resources (HR) practitioners…
Abstract
Purpose
The purpose of this paper is to highlight the importance of cultivating belongingness within an organization. This paper will also indicate ways human resources (HR) practitioners can enhance inclusivity and foster a more diverse workplace.
Design/methodology/approach
This paper is written for practitioners who want to create a more inclusive organization. Exploring lessons learned from an environment seemingly disparate from a typical workplace revealed common generalizable themes. HR practitioners can use these themes to better understand the need for an intentionally designed workplace that prioritizes belonging as a means of improving overall organizational efficiency.
Findings
Organizations compete globally for market share and consumers, who are nonhomogeneous. Attracting, retaining and growing a diverse talent pool that is representative of their heterogeneous customers will help organizations better understand and adjust to dynamic market demands. Research shows that promoting diversity, inclusion and belongingness in the workplace oftentimes enhances employee performance, improves organizational culture and increases profitability.
Originality/value
Learnings from outdoor adventure sports are explored to garner insight for HR professionals seeking to enhance diversity and inclusion. This paper proposes three ways HR professionals could foster a more diverse environment where employees will be more engaged, empowered and fulfilled: create safe spaces, open access to opportunities and cultivate belongingness.
Details