Search results

The paper's aim is to make the a priori gender scripts visible in order to discuss their role in decision‐making processes in business contexts.

In order to get access to hidden and unconscious gender scripts, an innovative qualitative method, called mind‐scripting, was applied. Mind‐scripting is a discursive method based on “memory work” and allows for analyzing and deconstructing implicit assumptions in social interactions.

The selected results show on the one side that people are steadily using their hidden assumptions and scripts to make sense out of specific social situations. On the other side it could be shown that the application of sex‐based stereotypes does not depend on the sex of the person alone, but depends strongly on the gendered construction of the interaction. In the case of bargaining it could be shown that bargaining is (still) a rather masculine construction with respect to manly connoted scripts and schemata.

The paper gives a substantial incentive to change the perspective of bargaining research related to gender issues: instead of simply searching for sex differences or for sex‐based stereotypes it is necessary to have a closer look at the gendered constructions of the according social interactions.

The method of mind‐scripting is used to analyze gender scripts in a bargaining context. Furthermore, the paper is the first which deals with a combination of gendered scripts and schemata and sex‐related stereotypes in this way.

Social media stage online patterns of social interaction that differ remarkably from ordinary forms of acting, talking and relating. To unravel these differences, we review the literature on micro-sociology and social psychology and derive a shorthand version of socially-embedded forms of interaction. We use that version as a yardstick for reconstructing and assessing the patterns of sociality social media promote. Our analysis shows that social media platforms stage highly stylized forms of social interaction such as liking, following, tagging, etc. that essentially serve the purpose of generating a calculable and machine-readable data footprint out of user platform participation. This online stylization of social interaction and the data it procures are, however, only the first steps of what we call the infrastructuring of social media. Social media use the data footprint that results from the stylization of social interaction to derive larger (and commercially relevant) social entities such as audiences, networks and groups that are constantly fed back to individuals and groups of users as personalized recommendations of one form or another. Social media infrastructure sociality as they provide the backstage operations and technological facilities out of which new habits and modes of social relatedness emerge and diffuse across the social fabric.

Natural disaster stories narrate unsettling natural events and proffer scripts for social action in the face of unforeseen and overwhelming circumstances. The purpose of this study is to investigate stories of natural disasters recounted for New Zealand school children in the School Journal during its first 100 years of publication.

Content analysis is used to categorise the disaster event and to identify two distinct periods of disaster stories – imperial and national. Textual analysis of indicative stories from each period centres on the construction of social scripts for child readers.

In the imperial period tales of individual heroism and self‐sacrifice predominate, while the national period is characterised by stories of ordinary families, community solidarity and survival. Through this investigation of natural disaster stories for children, the paper identifies the shifting models of heroic identity offered to New Zealand children through educational texts.

This study adds to the existing literature on the School Journal and to the broader study of the history of imperialist and nationalist education in New Zealand. In these times of increased disaster awareness it also draws attention to the significance of disaster narratives in offering social scripts for children to draw on in the event of an actual disaster experience.

The transition from elementary to secondary school involves major changes for students that are reflected socially, academically, and environmentally. Increased emphasis on social interactions, school procedures, and academics make high school potentially stressful. For students with autism spectrum disorders (ASD), these new academic and social challenges may be particularly anxiety-producing as they reluctantly leave familiar surroundings and friends and transition to high school.

Many of the characteristics of students with ASD may be incompatible with the demands of life in high school. This paper examines the skills that are required for students to be successful in high school and compares them to the skills of many adolescents with ASD. Following a description of individuals with autism spectrum disorder, the paper presents an overview of curriculum analysis and possible curricular changes to assist these students in high school. To enhance the support of the curriculum, subsequent information in this chapter includes the use of visual supports and the implementation of technology. Additional strategies are then presented including information on peer tutoring, and the use of social scripts and social stories. The final section discusses components of high school that may prove challenging, such as block scheduling and the use unstructured time. It concludes with a description of the effective secondary teacher and a look at future directions for this topic.

Educators have had good reason to be concerned with social justice in a context where diversity has become more pronounced in both our schools and communities, with widening divisions between the advantaged and the disadvantaged. Internationally, increasing emphasis has been placed on utilizing the role of school leadership to address issues of social justice and equality, within a scenario where comparative studies of the performance of educational systems dominate the policy imagination globally, thus leading to increased pressure on school systems. This chapter presents a problematization of the social justice concept within education as presented in the literature, while setting out to critique this concept as an educational goal, as well as the role educational leadership is expected to play in the promotion of equity and social justice discourses through the lens of Actor-Network Theory (ANT). This theoretical chapter has implications for theory, policy, and practice.

The business lunch may take different forms, according to cultural and culinary traditions, but it remains a popular way of going about doing business. Despite today’s heavy workloads and the pressures for efficiency, the business lunch appears to keep its popularity, showing the importance of personal contact in the process of networking in today’s business practices. Some sporadic research has been conducted on this issue, but little is yet known about the business lunch as a management tool. As a contribution to fill this gap, the paper presents a research agenda for the analysis of business lunching.

As a social construct, entrepreneurship is portrayed as an unashamedly masculine endeavour. This forms the basis for much feminist research in entrepreneurship. Despite a sustained research effort in the field of gendered entrepreneurship research this polarised viewpoint remains under researched from the perspective of masculinity. Rather than perpetuate the polarity this short article aims to consider the concept of gendered entrepreneurial regimes as an explanatory variable.

Using documentary analysis techniques this article seeks to document the existence of a particular gendered local regime in the form of “Essex‐Boy culture”.

The findings although tentative indicate that as a recognised gendered local regime Essex‐Boy identity manifests itself physically at a conceptual, gendered, geographic, community and cultural level. Semiotically it can be expressed as a legitimate business identity, a criminal identity, a celebrity status, a political identity, as parody, caricature and as metaphor. It can be expressed as an ideology, a doxa, class position, a culture or as an initiating dream. It also exists at a narrative level via memoires, biographies, jokes or scripted insult.

Given that this is a preliminary study based on secondary documents there is clearly scope for other studies to be conducted into this interesting phenomenon.

The study has implications for what can be legitimately studied under the rubric of gendered entrepreneurial research.

This study is original in its exclusive use of documentary research/analysis to uncover gendered aspects of an under studied entrepreneurial regime.

The legalization of same-sex marriage changed the parenting landscape for LGBTQ parents in a variety of ways. Parenthood is presumably different now that same-sex marriage is officially legal. Experiences among LGBTQ couples in the post-legalization of same-sex marriage era raise questions about the context of growing recognition and cultural acceptance of same-sex relationships. I conducted in-depth interviews with LGBTQ parents to learn how they navigate parenting and the construction of parenting roles in the context of a society that has legalized same-sex marriage, yet still is rooted in heteronormative notions of family and parenthood. Specifically, I ask: How do LGBTQ couples construct and make sense of their roles as parents, particularly within the contemporary context of the legalization of same-sex marriage? Understanding the contexts that shape LGBTQ parents’ experiences aids in not only understanding the lives of LGBTQ parents and their families better, but also developing a deeper understanding of contemporary parenting identities and experiences more broadly.

Despite an increasing number of studies that examine sexual offending behaviour in autism spectrum disorder (ASD) individuals, there has been a lack of research investigating stalking and ASD. This study aims to carry out a scoping review following PRISMA guidelines to identify studies which have been carried out exploring stalking behaviour in individuals with threshold or subthreshold ASD.

A total of five bibliographic databases were searched to identify studies which explored ASD in relation to stalking and harassment (including case studies as well as empirical studies).

A total of five relevant articles were identified in the present review. One article contained a case study. In a short report, the authors discussed stalking and ASD. One paper explored ASD and stalking behaviour in employment settings and specific interventions that could be used in such environments. Another paper focused on stalking behaviour in those with ASD in school settings. The final paper examined stalking and social and romantic functioning in individuals with ASD. This final paper contained only the empirical study identified in this search.

The studies identified in this review clearly highlight the need for intensive socio-sexual interventions to improve social interaction skills and romantic functioning in individuals with ASD. There is also a need for schools to provide sex education programs for individuals with ASD.

To the best of the authors’ knowledge, this is the first review looking at ASD and stalking.