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Book part
Publication date: 6 February 2013

Why Do You Think We Don’t Get Married? Homeless Mothers in San Francisco Speak Out About Having children Outside of Marriage

Anne R. Roschelle

Purpose – To assess the unrelenting argument made by conservative social theorists that low-income women of color have high rates of out-of-wedlock births because they are…

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Abstract

Purpose – To assess the unrelenting argument made by conservative social theorists that low-income women of color have high rates of out-of-wedlock births because they are anti-marriage and have deviant family values.Methodology – Based on a four-year ethnographic study of homeless mothers in San Francisco, this research examines whether or not Latinas and African Americans do in fact denigrate marriage and unabashedly embrace unwed motherhood.Findings – The major contribution of this research is the recognition that low-income African American women and Latinas do value the institution of marriage and prefer to be married before they have children. Unfortunately, the exigencies of poverty force many of them to delay marriage indefinitely. A lack of financial resources, the importance of economic stability, gender mistrust, domestic violence, criminality, high expectations about marriage, and concerns about divorce are common reasons given for not getting married.Research limitations – Although San Francisco is a unique city, and I cannot generalize my findings to other locales, the experiences of homeless women in the Bay Area are analogous to what was happening throughout urban America at the end of the twentieth century.Originality – For homeless mothers in San Francisco, having children without being married is a consequence of poverty in which race, class, and gender oppression conspire to prevent them from realizing their familial aspirations, pushing them further into the margins of society. Using intersectionality theory, this research debunks the Culture of Poverty perspective and analyzes why homeless mothers choose to remain unmarried.

Details

Notions of Family: Intersectional Perspectives
Type: Book
DOI: https://doi.org/10.1108/S1529-2126(2013)0000017008
ISBN: 978-1-78190-535-7

Keywords

  • Gender and family intersections
  • intersectionality theory
  • homeless families
  • poverty

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Book part
Publication date: 26 July 2016

Relational Trust: An Ethnographic Look at Staff and Students’ Relationships in an Afterschool Program

Jessica Lipschultz

This study documents the role of relational trust in an afterschool organization and its influences on young people’s experiences.

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Abstract

Purpose

This study documents the role of relational trust in an afterschool organization and its influences on young people’s experiences.

Design/methodology/approach

Through a 10-month ethnographic study of one afterschool program that teaches teens how to make documentaries, I demonstrate that the confluence of blurred organizational goals; weak relational trust among staff; and funding pressures may have the unintended consequence of exploiting students for their work products and life stories.

Findings

The study finds that, while not all organizations function with student work at its center, many afterschool organizations are under increasing pressures to document student gains through tangible measures.

Practical implications

Implications from these findings reveal the need for developing strong relationships among staff members as well as establishing transparency in funding afterschool programs from within the organization and from foundations in order to provide quality programming for young people.

Originality/value

This study informs organizational theory, specifically in terms of measures of variation in relational trust within an organization and its influence on young people. This chapter includes student accounts of experiences with staff to enhance the significance of relational trust.

Details

Education and Youth Today
Type: Book
DOI: https://doi.org/10.1108/S1537-466120160000020009
ISBN: 978-1-78635-046-6

Keywords

  • Relational trust
  • organizational theory
  • afterschool programs
  • teens

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Article
Publication date: 4 June 2018

The nature and characteristics of Japanese NGOs in international disaster response

Akiko Iizuka

The purpose of this paper is to review the nature of Japanese non-governmental organisations (NGOs) in international disaster response and analyzes their distinctive…

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Abstract

Purpose

The purpose of this paper is to review the nature of Japanese non-governmental organisations (NGOs) in international disaster response and analyzes their distinctive characteristics.

Design/methodology/approach

A literature review was conducted of secondary English and Japanese sources including peer-reviewed journals, books, and non-academic journals published by government and NGOs.

Findings

First, Japanese disaster response NGOs are relatively young compared to Western ones and they continue to increase in number. Second, the scale of disaster response NGOs is much larger than that of other NGOs in the development field not only because of the availability of government funds but also because of the presence of internationally affiliated NGOs and religious-based organisations with strong fundraising programs. Third, Japanese disaster response NGOs have a long-term engagement with the local community, not only during the emergency phase, but also during the recovery and development phases in various fields. Finally, coordination NGOs play an important role in networking, advocating and supplementing NGOs that often lack financial and human resources.

Research limitations/implications

The limitation of this study is the definition of Japanese NGOs in the context of international disaster response; therefore, this paper adopts MOFA’s definition, which includes NGOs engaged in overseas activities through direct intervention.

Originality/value

There has been little research in English on the scale and nature of Japanese NGOs involved in disaster response activities.

Details

Disaster Prevention and Management: An International Journal, vol. 27 no. 3
Type: Research Article
DOI: https://doi.org/10.1108/DPM-12-2017-0303
ISSN: 0965-3562

Keywords

  • Japan
  • Coordination
  • NGO
  • International disaster response

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Article
Publication date: 4 December 2017

Super heroes, villains, and politics: Elementary youth superhero narratives in an afterschool program

Francisco Luis Torres and Kelsey Tayne

The purpose of this paper is to discuss how the superhero genre, when couched in a space and project that seek to act as a counter-world and is rooted in the life…

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Abstract

Purpose

The purpose of this paper is to discuss how the superhero genre, when couched in a space and project that seek to act as a counter-world and is rooted in the life experiences of youth, can allow Latinx elementary school students the opportunity to create counter-stories. Such stories facilitated the process of creating “critical hope” in relation to oppressive political discourses.

Design/methodology/approach

This is a qualitative study conducted at an afterschool club in the Western USA. Using the superhero genre, elementary school students, grades third-fifth, participated in a project in which they created superhero and villain narratives set in their community.

Findings

The authors found that the superhero genre supported some Latinx students to develop counter-stories that engaged with and resisted the heightened xenophobic and racist discourse appropriated by then US presidential candidate Donald Trump in the context of the 2016 presidential campaign. These counter-stories allowed youth to engage in critical hope to imagine a better, more just world.

Originality/value

In a time when young Latinx students are continually subjected to racism and xenophobia promoted by political figures and taken up by popular media and the general public, it is necessary to support students in creating counter-stories and critical hope that push back against oppression. Findings suggest that the superhero genre can support Latinx students to discuss, dismantle and counter hateful discourses while striving for hope.

Details

English Teaching: Practice & Critique, vol. 16 no. 3
Type: Research Article
DOI: https://doi.org/10.1108/ETPC-05-2017-0080
ISSN: 1175-8708

Keywords

  • Politics
  • Elementary
  • Counter-stories
  • Critical Hope
  • Latinx
  • Superhero Genre

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Book part
Publication date: 25 November 2019

“Navigation Techniques”: How Ordinary Participants Orient Themselves in Scrambled Institutions

Nina Eliasoph, Jade Y. Lo and Vern L. Glaser

In organizations that have to meet demands from multiple sponsors, and that mix missions from different spheres, such as “civic,” “market,” “family,” how do participants…

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Abstract

In organizations that have to meet demands from multiple sponsors, and that mix missions from different spheres, such as “civic,” “market,” “family,” how do participants orient themselves, so they can interact appropriately? Do participants’ practical navigation techniques have unintended consequences? To address these two questions, the authors draw on an ethnography of US youth programs whose sponsors required multiple, conflicting logics, speed, and precise documentation. The authors develop a concept, navigation techniques: participants’ shared unspoken methods of orienting themselves and appearing to meet demands from multiple logics, in institutionally complex projects that require frequent documentation. These techniques’ often have unintended consequences.

Details

Microfoundations of Institutions
Type: Book
DOI: https://doi.org/10.1108/S0733-558X2019000065B011
ISBN: 978-1-78769-127-8

Keywords

  • Institutional logics
  • non-profits
  • complexity
  • hybrid
  • audit
  • decoupling
  • institutional complexity
  • hybrid organizations
  • institutional logics
  • non-profit organizations
  • audit society
  • ethnography

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Article
Publication date: 8 August 2016

Not just a blip in someone’s life: integrating brokering practices into out-of-school programming as a means of supporting and expanding youth futures

Dixie Ching, Rafi Santo, Christopher Hoadley and Kylie Peppler

This article makes a case for the importance of brokering future learning opportunities to youth as a programmatic goal for informal learning organizations. Such brokering…

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Abstract

Purpose

This article makes a case for the importance of brokering future learning opportunities to youth as a programmatic goal for informal learning organizations. Such brokering entails engaging in practices that connect youth to events, programs, internships, individuals and institutions related to their interests to support them beyond the window of a specific program or event. Brokering is especially critical for youth who are new to an area of interest: it helps them develop both a baseline understanding of the information landscape and a social network that will respond to their needs as they pursue various goals. The paper aims to describe three critical levers for brokering well in informal settings: creating learning environments that allow trust to form between youth and educators and enable educators to develop an understanding of a young person’s interests, needs and goals; attending to a young person’s tendency (or not) to reach out to educators after a program is over to solicit assistance; and enabling potential brokers to efficiently locate appropriate future learning opportunities for each young person who approaches them. The authors also include a set of program practices for providers who wish to increase their brokering impact, as well as recommendations geared primarily toward organization leaders. The authors hope that this paper brings clarity and enhanced significance to the practice of brokering as a strategy to support youth pathways toward meaningful futures.

Design/methodology/approach

Insights presented here are the result of a participatory knowledge building and sharing process with a community of after-school providers known as the Mozilla Hive NYC Learning Network. The topic of discussion was how these providers might continue to support young people in their intensive project-based programs after the program was over. The authors of this article, acting as embedded research partners to Hive NYC, contributed insights to these discussions based on ethnographic fieldwork and case studies of high-school-age youth in the Hive NYC context.

Findings

The authors articulate a set of brokering practices and a conceptual model that communicates how brokering might lead to valued long-term outcomes for youth, including increased social capital.

Originality/value

The intent is that information and perspectives from this article will inform youth-serving practice and serve as a catalyst for further conversations and activities geared toward promoting youth pathways of learning and identity development.

Details

On the Horizon, vol. 24 no. 3
Type: Research Article
DOI: https://doi.org/10.1108/OTH-05-2016-0026
ISSN: 1074-8121

Keywords

  • Professional development
  • Brokering
  • Cross-setting learning
  • Interest-driven learning
  • Youth pathways

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Article
Publication date: 3 May 2016

“Breaking the word” and “sticking with the picture”: Critical literacy education of US immigrant youth with graphic novels

Jie Y. Park

This paper aims to illustrate how first-generation immigrant youth who are English language learners respond to graphic novels and what literacies they acquire from…

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Abstract

Purpose

This paper aims to illustrate how first-generation immigrant youth who are English language learners respond to graphic novels and what literacies they acquire from reading and discussing graphic texts.

Design/methodology/approach

This paper is based on qualitative discourse data collected from an afterschool program with five high-school-aged English-language learners and their teacher. The afterschool program is centered on reading and discussing graphic novels.

Findings

Transcript analysis showed that the girls, even while working to “break” the written code, were engaged in critical analysis. In other words, English learners’ struggles to decode the words did not hinder them in assuming the role of a text analyst, and in questioning the creator’s message, purposes and worldviews.

Research limitations/implications

This paper, which draws on an approach wherein the researcher pays close attention to immigrant youth as language users and meaning makers, can inform the methodologies of literacy and language researchers.

Practical implications

The paper can also inform the work of educators who are interested in pedagogical supports – texts and practices – that promote powerful language and literacy.

Originality/value

This paper is timely, given not only the challenges and possibilities associated with educating recent-arrival immigrant youth and English-language learners, but also the growing interest by language and literacy educators in the role of multimodal texts for developing multiple and critical literacies of all students.

Details

English Teaching: Practice & Critique, vol. 15 no. 1
Type: Research Article
DOI: https://doi.org/10.1108/ETPC-08-2015-0065
ISSN: 1175-8708

Keywords

  • Literacy teaching
  • Critical literacy
  • Graphic novels
  • Literacy and identity
  • English language learners (ELLs)
  • Critical reading
  • Book clubs

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Book part
Publication date: 23 June 2020

Service-Learning in Allied Health Education: Developing Ethical Practitioners Through Community-engaged Teaching and Learning

Michelle Veyvoda, Thomas J. Van Cleave and Laurette Olson

This chapter draws from the authors’ experiences with service-learning pedagogy in allied health training programs, and illustrates ways in which community-engaged…

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Abstract

This chapter draws from the authors’ experiences with service-learning pedagogy in allied health training programs, and illustrates ways in which community-engaged teaching and learning can prepare students to become ethical healthcare practitioners. The authors infuse examples from their own courses throughout the chapter, mostly from the clinical fields of speech-language pathology, audiology, and occupational therapy. However, the chapter is applicable and generalizable to faculty from a wide scope of allied health training programs. The chapter introduces considerations for establishing campus–community partnerships in an ethical manner, as well as ways to foster student self-reflection and critical thinking through an ethical lens. Principles from the codes of ethics of various allied health professions are incorporated throughout the chapter along with examples of how each can be applied in community-based clinical experiences. Through a review of relevant literature, analysis of professional codes of ethics, case-based examples, and a step-by-step guide to course development, this chapter provides readers with a mechanism to ground their courses in professional ethics in a way that is relatable and relevant to students.

Details

Civil Society and Social Responsibility in Higher Education: International Perspectives on Curriculum and Teaching Development
Type: Book
DOI: https://doi.org/10.1108/S2055-364120200000021010
ISBN: 978-1-83909-464-4

Keywords

  • Allied health
  • ethics
  • professional preparation
  • healthcare
  • healthcare education
  • experiential learning
  • service-learning
  • community-based learning
  • speech-language pathology
  • occupational therapy

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Article
Publication date: 13 May 2019

Youth perspectives on their development in a coding community

Ricarose Roque and Natalie Rusk

Many initiatives are seeking to engage children in learning to code. However, few studies have examined how children’s engagement in learning and using coding develops…

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Abstract

Purpose

Many initiatives are seeking to engage children in learning to code. However, few studies have examined how children’s engagement in learning and using coding develops over time. This study aims to seek young people’s perspectives on what they viewed as important in their long-term participation in a coding community.

Design/methodology/approach

This study identified youth with a high level of participation and who demonstrated emergent leadership in the Scratch online community. Using methods from qualitative research on youth development, individual interviews were conducted in which these youth were asked about memorable moments in their participation and how these experiences influenced them.

Findings

While each young person described a unique pathway and perspective, this study identified key experiences that motivated their participation, influenced their development and inspired their emergent leadership. These experiences included opportunities to learn through exploration, to receive feedback from peers, to engage in creative collaboration and to contribute to the community.

Practical implications

This study discussed these findings in light of previous research on youth development, and it suggests that building on practices and principles from research on youth programs can help more young people become engaged in developing broader skills with coding.

Originality/value

Youth highlighted experiences that enabled them to express their ideas, to build relationships, to help others and to see themselves in new ways. Their perspectives expand beyond the predominant focus of coding initiatives on computational thinking and problem-solving skills to also support social, leadership and identity development.

Details

Information and Learning Sciences, vol. 120 no. 5/6
Type: Research Article
DOI: https://doi.org/10.1108/ILS-05-2018-0038
ISSN: 2398-5348

Keywords

  • Coding
  • Community
  • Leadership
  • Youth
  • Scratch
  • Youth development

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Article
Publication date: 20 November 2009

Piloting a classroom‐based intervention in after‐school programmes: a case study in science migration

Kathryn Hynes, Emilie Smith and Daniel Perkins

Policy‐makers are looking to after‐school programmes to improve family and child wellbeing and are searching for evidence‐based ways to improve the quality of after‐school…

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Abstract

Policy‐makers are looking to after‐school programmes to improve family and child wellbeing and are searching for evidence‐based ways to improve the quality of after‐school programmes. This study examines whether the Good Behaviour Game, a behaviour management curriculum designed for school classrooms, can be easily migrated to academically focused after‐school programmes. Our results are based on programme observations, qualitative interviews and ratings of implementation fidelity. We describe the structure and activities in these after‐school programmes and then identify challenges to implementing and evaluating classroom‐based interventions in the after‐school setting.

Details

Journal of Children's Services, vol. 4 no. 3
Type: Research Article
DOI: https://doi.org/10.1108/17466660200900014
ISSN: 1746-6660

Keywords

  • After‐school
  • Intervention
  • Behaviour management
  • Evaluation

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