Scott Storm and Emily C. Rainey
Research on disciplinary literacy in English has struggled with how to represent large-scale disciplinary communities and consider issues of justice and power. The purpose of this…
Abstract
Purpose
Research on disciplinary literacy in English has struggled with how to represent large-scale disciplinary communities and consider issues of justice and power. The purpose of this study is to offer insights into the disciplinary practice of a community of literary scholars.
Design/methodology/approach
Using statistical topic modeling augmented with complementary qualitative analysis and interpretive rhetorical analysis, the authors describe patterns in a corpus of 4,039 articles published in the year 2018 and drawn from 215 peer-reviewed literary journals, a corpus comprising 15.5 million words.
Findings
Analysis suggests that contemporary literary scholars collectively build knowledge that considers diverse matters of form, including literary and linguistic forms, literary works and other representational forms; criticality, including critical theories and critical concepts; and humanity, including humanistic themes, human institutions and people/places.
Originality/value
This manuscript offers detail about the nature of contemporary literary scholarship as evident through linguistic patterns in and across published works.
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Jessica Rigby, Emily Donaldson Walsh, Shelley Boten, Allison Deno, M. Scott Harrison, Rodrick Merrell, Sarah Pritchett and Scott Seaman
Research on principal supervisors (PSs) is an emerging field, and principal supervision for racial equity has not yet been studied or theorized. Conducted in partnership with…
Abstract
Purpose
Research on principal supervisors (PSs) is an emerging field, and principal supervision for racial equity has not yet been studied or theorized. Conducted in partnership with practicing district leaders, the purpose of this paper is to examine current PS leadership in three districts at various points of engagement in equitable leadership practices and set forth a framework for conceptualizing systems equitable leadership practice.
Design/methodology/approach
This collaborative study emerged from an EdD course project in which groups of practitioner–scholars identified and collected qualitative interview, survey and artifact data about problems of practice in their districts. University researchers supported data collection and conducted analyses across settings, building on Ishimaru and Galloway’s (2014) equitable leadership practices framework.
Findings
Equitable PS leadership practices were variable. No district engaged with “proficiency” across all drivers of equitable leadership practice, but the district that engaged in equitable PS practices most deeply framed the work of schooling as a race-explicit endeavor, suggesting that framing is a fundamental driver.
Research limitations/implications
This paper builds on PS and equity-focused leadership research by adding a systems-level equity focus.
Practical implications
Findings suggest that districts should focus on equity framing as the foundation for principal support and development.
Originality/value
This researcher/practitioner–scholar collaboration shows how practitioner–scholars provide focus and expertise to the field unavailable to traditional researchers.
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Asks on whose behalf the black woman poet in the USA speaks, what type of language she uses and what audience she has. Points out that an earlier lack of tradition meant that…
Abstract
Asks on whose behalf the black woman poet in the USA speaks, what type of language she uses and what audience she has. Points out that an earlier lack of tradition meant that originally white styles of language were used and aimed at the white audience. Looks at the rise of the blues era and the “blueswoman”. Considers the work of Phillis Wheatley, Alice Dunbar Nelson, Anne Spencer and Angelina Grimke together with Margaret Walker and singers such as Ma Rainey and Bessie Smith. Finally, outlines the development of a political era and the growing sexual freedom of black women and the impact their writings.
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Edoardo Ongaro and Giovanni Valotti
The aim of this paper is to outline the sets of factors influential on the implementation of public management reform in the politico‐administrative context of Italy.
Abstract
Purpose
The aim of this paper is to outline the sets of factors influential on the implementation of public management reform in the politico‐administrative context of Italy.
Design/methodology/approach
Provides a combination of different research designs, multiple case studies on regional governments.
Findings
Some broad sets of factors affecting implementation of public management reform have been identified They include: characteristics of the administrative tradition and features of the politico‐administrative context; the design of the reform package and the coalition of interests sustaining the reform; behavioural triggers; and the building over the time of management capacity at the level of individual public sector organisations.
Research limitations/implications
Research limitations include the availability of empirical evidence given the width of the phenomenon under investigation, as well as the broader caveats that apply to researching vast and complex problems like those concerning management reforms at nation‐wide level. Some implications for the development of a broader comparative research agenda on countries in the Napoleonic administrative tradition are proposed.
Originality/value
Provides an interpretation of the dynamics of the process of implementation of public management reforms in Italy by combining a plurality of theoretical sources.
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Sara Dexter and Emily A. Barton
The authors tested the efficacy of a team-based instructional leadership intervention designed to increase middle school mathematics and science teachers' use of educational…
Abstract
Purpose
The authors tested the efficacy of a team-based instructional leadership intervention designed to increase middle school mathematics and science teachers' use of educational technologies for multiple representations of content to foster students' conceptual understandings. Each school's leadership team comprised an administrator, a technology instructional specialist role, and a mathematics and a science teacher leader.
Design/methodology/approach
The authors tested the intervention in a quasi-experimental design with five treatment and five matched comparison schools. Participants included 48 leadership team members and 100 grade 6–8 teachers and their students. The authors analyzed data using two-level, nested multiple regressions to determine the effect of treatment on leaders' practices; leaders' practices on teachers' learning and integration; and teachers' learning and integration on students' learning. Leaders and teachers completed monthly self-reports of practices; students completed pre- and post-tests of knowledge in science and math.
Findings
Significant treatment effects at the leader, teacher and student levels establish the efficacy of this team-based approach to school leadership of an educational technology integration innovation. Leaders at treatment schools participated in a significantly higher total frequency and a wider variety of leadership activities, with large effect sizes. Teachers participated in a significantly wider variety of learning modes focused on technology integration and integrated technology significantly more frequently, with a wider variety of technologies, all with moderate effect sizes. Students in treatment schools significantly outperformed students in comparison schools in terms of science achievement but not in mathematics.
Research limitations/implications
The overall sample size is small and the approach to participant recruitment did not allow for randomized assignment to the treatment condition. The authors tested the influence of treatment on leader practices, on teacher practices, and on student achievement. Future work is needed to identify the core components of treatment that influence practice and investigate the causal relationships between specific leaders' practices, teacher practices and student achievement.
Originality/value
This study establishes the efficacy of a replicable approach to developing team-based instructional leaders addressing educational technology. It contributes to the knowledge base about how district leaders and leadership educators might foster school leaders' instructional leadership, and more specifically technology leadership capacity.
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This paper discusses the factors to consider when designing studies to measure hiring discrimination against transgender job applicants.
Abstract
Purpose
This paper discusses the factors to consider when designing studies to measure hiring discrimination against transgender job applicants.
Design/methodology/approach
The paper builds on academic literature related to hiring discrimination and transgender employment to build a detailed discussion of the numerous factors and issues inherent in hiring discrimination against transgender job applicants. By isolating and describing a number of relevant considerations, the paper aims to act as a guide for future studies to build upon.
Findings
Three types of hiring discrimination studies are discussed: correspondence tests, in-person experiments and student cohort experiments. Three main categories of factors relevant to an experiment’s design are then discussed: the legal context, industry/role factors and transgender population-specific factors. A flow-chart detailing the research design decision-making process is provided.
Research limitations/implications
The discussion within this paper will act as a reference and a guide for researchers seeking to address the dearth of empirical studies in the literature. The list is not exhaustive; while a number of factors relevant to transgender-specific studies are identified, there may be more that could affect an experiment's design.
Originality/value
Hiring discrimination against transgender people has been recorded in many surveys, but there is little empirical measurement of this discrimination. To the author's knowledge, this paper is the first to examine the experimental design decisions related to transgender hiring discrimination. In doing so, it provides contributions for two primary audiences: those researching transgender employment issues but who have never conducted a study measuring hiring discrimination; and those who have previously conducted studies on hiring discrimination, but have not done so with reference to transgender job applicants.
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The study aimed to assess whether transgender women, who were students at a university in London, England, faced hiring discrimination when seeking employment.
Abstract
Purpose
The study aimed to assess whether transgender women, who were students at a university in London, England, faced hiring discrimination when seeking employment.
Design/methodology/approach
Three comparable university classmates—a cisgender woman, a cisgender man and a transgender woman—studying Engineering applied to the same job openings. Similarly, another set of three university classmates—a cisgender woman, a cisgender man and a transgender woman—studying Social Work applied to the same job openings. The degree of discrimination was quantified by calculating the difference in the number of interview invitations received by each group.
Findings
When three comparable university classmates apply for the same job openings, the rate of interview invitations differs based on gender identity. For cisgender women, the invitation rate is 31.3%, while for cisgender men, it stands at 35.1%. However, for transgender women, the rate drops significantly to 10.4%. Additionally, transgender women face further challenges in male-dominated sectors (STEM), where their chance of being invited for a job interview is even lower compared to those in female-dominated sectors, with a reduction of 8.7 percentage points. The study also reveals that firms with written equality policies on gender identity diversity show a 25.7 percentage point increase in invitation rates for transgender women compared to firms without such policies. Furthermore, the research highlights that negative beliefs among job recruiters regarding various aspects of transgender women, including their gender identity status, disclosure, job performance, vocational relationships and turnover, contribute to their exclusion from job interviews. Moreover, for transgender women who do receive interview invitations, these tend to be for lower-paid jobs compared to those received by cisgender women (by 20%) and cisgender men (by 21.3%). This wage sorting into lower-paid vacancies suggests a penalty in terms of lower returns on education, which could drive wage and income differences.
Practical implications
Transgender women received a higher number of job interview invitations when firms had written equality policies on gender identity diversity. This outcome can help policymakers identify actions to reduce the exclusion of transgender people from the labour market.
Originality/value
The study gathers information from job recruiters to quantify the roots of hiring discrimination against transgender women. It also enables an examination of whether workplaces' written equality policies on gender identity diversity are related to transgender women’s invitations to job interviews.