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Barriers to employment are a significant issue in the United States and abroad. As civil rights legislation continues to be enforced and as employers seek to diversify their workplaces, it is incumbent upon the management field to offer insights that address obstacles to work. Although barriers to employment have been addressed in various fields such as psychology and economics, management scholars have addressed this issue in a piecemeal fashion. As such, our review will offer a comprehensive, integrative model of barriers to employment that addresses both individual and organizational perspectives. We will also address societal-level concerns involving these barriers. An integrative perspective is necessary for research to progress in this area because many individuals with barriers to employment face multiple challenges that prevent them from obtaining and maintaining full employment. While the additive, or possibly multiplicative, effect of employment barriers have been acknowledged in related fields like rehabilitation counseling and vocational psychology, the Human Resource Management (HRM) literature has virtually ignored this issue. We discuss suggestions for the reduction or elimination of barriers to employment. We also provide an integrative model of employment barriers that addresses the mutable (amenable to change) nature of some barriers, while acknowledging the less mutable nature of others.

The following is a complete list of World's Records as officially homologated by the Fédération Aéronautique Internationale up to June 30, 1929

Research has consistently shown that the children of business owners are more likely to become business owners themselves. However, what mechanism(s) underlies this intergenerational correlation is still not clear. In this research I assess the importance of several mechanisms proposed to drive the children of business owners to expect to become business owners.

Quantitative analyses of representative data from the 1988 to 1992 National Education Longitudinal Study are employed.

Results are inconsistent with arguments asserting that the children of business owners expect to become business owners because of: the transmission of human capital or financial capital; the expectation of inheriting a business; a heightened awareness of the viability of business ownership; or preferences for having lots of money, leisure time, being successful in work, or steady employment. Findings are consistent with the notion that the intergenerational correlation in business ownership is a result of shared preferences and/or traits, and this effect is particularly strong when accompanied by awareness of paternal business ownership.

Identifying which mechanism underlies the intergenerational transmission may inform how to increase rates of business ownership, particularly among underrepresented groups, which is a matter of increasing policy interest. However, our understanding is limited because: the intergenerational transfer is consistent with numerous mechanisms; and employment outcomes are often used to make inferences about preceding processes. This chapter focuses on expectations that precede outcomes to clarify which mechanism operates in one stage of the transmission process.

Purpose – This study explored agentive and sustainable teacher development as part of literacy coaching that employed a reflective framework and video with an apprenticeship stance. This chapter examines principles of apprenticeship and the Gradual Release of Responsibility (GRR) model to analyze the transition of responsibility for reflection from coach to teacher.

Design/methodology/approach – An earlier seven-month multiple case study of literacy coaching with four secondary level teachers revealed seven joint actions (i.e., revoice, build, ask questions to develop understanding, ask dissonant questions, suggest, disagree, reconceptualize) and four categories of joint action (i.e., directive/consonant, directive/dissonant, responsive/consonant, and responsive/dissonant) within a model of joint action for literacy coaching (Reichenberg, 2018). This analysis mapped those joint actions onto the GRR model (McVee, Shanahan, Hayden, Boyd, & Pearson, 2018; Pearson & Gallagher, 1983). This chapter explicates reasoning for variability in responsibility and the potential relationship between variability and the development of teachers’ thinking and action through in-depth analysis of a single coaching session. Examples from other teachers’ coaching sessions are included.

Findings – Synthesis of the two models shows that joint actions initiated by the coach that were directive/dissonant fell on the left side of the GRR model with primary coach responsibility. Actions initiated by the coach that were classified as directive/consonant came next on the journey toward the middle, followed by responsive/dissonant actions. Responsive/consonant actions encompassed the middle region of shared responsibility. The same actions initiated by the teacher mirrored this progression. Principles of apprenticeship in this gradual release of responsibility highlight the bi-directionality of expertise in situated action informed by historical and dynamic context (Mercer, 2008). Evidence of teachers’ growing agency and sustainability were present in joint actions they initiated within the context of literacy coaching.

Research limitations/implications – Analysis of the actions of a literacy coach and teacher as directive, responsive, consonant, and dissonant add complexity to the discussion about how to transfer responsibility for reflection from coaches to teachers. Awareness of how joint actions map onto the GRR model can inform coaches’ and teachers’ decisions as they thoughtfully move toward greater teacher agency within coaching interaction.

Practical implications – The reflective framework employed in this study is applicable to a variety of settings such as instructional coaching across the disciplines, coaching by in-service literacy specialists, and the preparation of pre-service literacy coaches. The model of joint action for analyzing coaching interaction could be used by in-service literacy coaches, pre-service literacy coaches, and teachers who are being coached.

Originality/value – This chapter analyzes the transition of responsibility for reflection from coach to teacher. Principles of both the GRR model and apprenticeship theory provide a theoretical explanation for how these teachers achieved greater agency and sustainable development of a reflective stance.

Deliberate self‐harm (DSH) is a serious public health problem and, although in the past research has focused mainly on the DSH patient, it is now recognised that parental involvement in the therapeutic process is beneficial. This study aimed to understand parents' concerns, expectations and experiences following an episode of deliberate self‐harm in young people in order to identify their support needs.

This was a qualitative study using a phenomenological approach. Data were generated primarily from face‐to‐face, in‐depth interviews with parents of young people who had self‐harmed and with health professionals directly concerned in the management of DSH patients.

The study suggests that an incident of DSH by their son or daughter is an extremely traumatic experience for parents. Parents reported being deeply distressed with feelings of helplessness, they had concerns regarding coping with their child on discharge from hospital and were worried about the possibility of future incidents. These anxieties were exacerbated by a perceived lack of information and support from some health professionals. These results suggest that parents need more support and if given this they might be enabled to better contribute to improving the long term prognosis for their child.

The information reported here may help health professionals to engage more fully with parents as they have a key part to play in the success of the therapeutic process. The findings could be used to increase awareness and understanding amongst health professionals and so facilitate the development of mutual trust and understanding between all parties involved in the therapeutic process.

Purpose – Based on auto/biographical and ethnographic narratives and conceptual theories, this chapter explores the Global African Diaspora as a racialized space of belonging for African diasporas in the United States, the United Kingdom and – more recently – the clandestine migration zones from Africa to southern Europe

Methodology/Approach – Both auto/biographical as well as conceptual theoretical approaches are used to illustrate the author’s roots, routes and detours interpretive paradigm highlighting the interconnectedness across time and space of differential African diasporas. This methodology also illuminates shifting conceptions of blackness as forms of transnational kinship and solidarity.

Findings – This analysis reveals the messiness of complex racialized conceptualizations of belonging in the specific diasporic spaces of England, the United States and the clandestine migration zones of southern Europe. At the same time, the chapter highlights transnational modalities of black and Global African Diasporic kinship, consciousness and solidarity engendered by shared lived experiences of institutionalized racism, structural inequalities and violence.

Originality/Value – Using the author’s interpretive framework entitled roots/routes/detours, this chapter moves away from prior theoretical simplifications of the Global African Diaspora towards an engagement with its conceptual complexities. In particular, this chapter critically explores social, political and historical formations of African diasporas in the United States, the United Kingdom and the more recent clandestine migration zones between continental Africa and southern Europe as their formulations collide with shifting conceptions of blackness as forms of transnational kinship and solidarity.

Criminal background checks are used widely in the U.S. to screen applicants for employment, licenses, housing, and government benefits. State lawmakers instituted many of these requirements, ostensibly with the aim of managing criminal risk in various areas of social life. The present study examines the development of this legal form. Drawing from legislative discourse in the Illinois General Assembly, this study puts forward an endogenous account of constructing criminal risk, showing that lawmakers justified new background check laws largely as a means of filling security loopholes created by prior legislation. While the laws respond to identified criminal risks, the process of expanding background checks itself draws attention to other dimensions of vulnerability, necessitating the addition of new screening requirements. Incremental expansions are further justified on the basis of background screening’s low cost, which, lawmakers argue, creates an obligation to extend the requirements wherever vulnerabilities are identified, particularly when children are potential victims and sex offenders the possible villains. The study shows how security and vulnerability are mutually generative in the area of background screening and discusses implications for understanding this legal form in the context of contemporary American penality.