Purpose: Prior work has convincingly argued that social inequalities arise from the basic human tendency to place others into social categories with different cultural meanings…
Abstract
Purpose: Prior work has convincingly argued that social inequalities arise from the basic human tendency to place others into social categories with different cultural meanings and to allocate resources unequally across those categories. However, few studies have sought to identify the micro-level mechanisms that sustain and justify this categorical inequality. In this research, I show how affect control theory (ACT) can be used to generate novel predictions about the interaction processes that perpetuate stratification.
Methodology/Approach: I present a series of analyses based in ACT that examine (1) whether categorical inequality is reflected in cultural sentiments for social groups, (2) whether patterns of normative behavior and social treatment vary based on category membership, and (3) whether interactions produce different emotions based on category membership.
Findings: Analysis 1 identifies four distinct patterns of cultural meanings that differentiate the groups studied. Analyses 2 and 3 show how these differences in cultural meanings produce categorical inequality through interpersonal behavior and emotional experiences in normative social encounters. Unequal cultural meanings for social groups correspond with their positionality in the social order and support patterns of situated behavior and emotions that keep groups with different levels of status and power separate and unequal.
Originality/Value: This research shows how social norms constrain and enable actions and emotions by members of different social categories, how they depend on the combinations of actors who appear together in a given social encounter, and how they contribute to the reproduction of inequality in ways not well accounted for by earlier work.
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Ann Robinson and Debbie Dailey
The various levels of research support undergirding effective practices are outlined. Evidence supporting specific programming, service delivery models, and curricular…
Abstract
The various levels of research support undergirding effective practices are outlined. Evidence supporting specific programming, service delivery models, and curricular interventions, and a subset of research-based classroom strategies for talented learners is reviewed. Trends and innovations for effective practices in the future are suggested.
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Thalia Anthony, Juanita Sherwood, Harry Blagg and Kieran Tranter
Alexandra C. H. Nowakowski, J. E. Sumerau and Lain A. B. Mathers
This chapter explores age-based variations in the healthcare experiences of transgender people. Specifically, we outline how transgender people narrate their experiences with…
Abstract
This chapter explores age-based variations in the healthcare experiences of transgender people. Specifically, we outline how transgender people narrate their experiences with coming out and transition in later life as well as possibilities for future research and clinical practice concerning older transgender populations. To this end, we begin with a review of the limited literature on older transgender populations including the ways such findings converge and diverge from studies of younger transgender populations. Then, we analyze data gathered from older transgender people throughout the United States concerning their experiences with health events, healthcare providers, and healthcare settings. For this empirical analysis, we draw on over 250 qualitative responses from transgender people over the age of 40. The findings of this chapter demonstrate the importance of adjusting existing healthcare protocols to provide adequate care for aging transgender populations. Specifically, our analyses highlight gaps in access and quality of healthcare delivery as well as issues related to medical education, trans-inclusive protocols, and sex-gender segregated medical traditions. The implications of our work here reveal important possibilities for expanding transgender healthcare access as well as existing barriers to such access. We specifically utilize the case of our respondents and the existing literature to illuminate gaps in needs assessment and healthcare delivery concerning older transgender populations. We will conclude the chapter with recommendations for bridging such gaps in research, education, and system operation.
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To explain how reading, rewinding a story in reverse order, and then rereading allows a reader to contextualize information, acquiring not only major themes and events but also…
Abstract
Purpose
To explain how reading, rewinding a story in reverse order, and then rereading allows a reader to contextualize information, acquiring not only major themes and events but also details and other literacy characteristics of the literature selection.
Design/methodology/approach
A representation of sequencing structures is discussed including world-related, concept-related, inquiry-related, learning-related, and utilization-related. In addition, the instructional design aspects of backwards sequencing are discussed.
Findings
Just as a level or stud finder uses a back-and-forth approach for finding the most suitable position, so does the backwards sequential approach to reading comprehension. By slowing down and focusing on parts before the whole, students are more likely comprehend content.
Practical implications
The importance of prediction towards comprehension has been recognized for decades. However, using a learning design that features reading a story once, then revisiting the story structure components in backwards order, and finally reading it again, allows for precise and complete learning. This theory has research and pedagogical implications for students of all ages.
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John T. Addison and Paulino Teixeira
Using data from the 2013 European Company Survey, this chapter operationalizes the representation gap as the desire for greater employee involvement in decision-making expressed…
Abstract
Using data from the 2013 European Company Survey, this chapter operationalizes the representation gap as the desire for greater employee involvement in decision-making expressed by the representative of the leading employee representative body at the workplace. According to this measure, there is evidence of a substantial shortfall in employee involvement in the European Union, not dissimilar to that reported for the United States. The chapter proceeds to investigate how the size of this representation gap varies by type of representative structure, information provided by management, the resource base available to the representatives, and the status of trust between the parties. Perceived deficits are found to be smaller where workplace representation is via works councils rather than union bodies. Furthermore, the desire for greater involvement is reduced where information provided the employee representative on a range of establishment issues is judged satisfactory. A higher frequency of meetings with management also appears to mitigate the expressed desire for greater involvement. Each of these results is robust to estimation over different country clusters. However, unlike the other arguments, the conclusion that shortfalls in employee involvement representation are smaller under works councils than union bodies is nullified where trust in management is lacking.
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William C. Stallings, Nik M. Lampe and Emily S. Mann
Transgender people experience significant health and healthcare disparities in comparison to cisgender people. Limited access to quality, trans-competent healthcare in the USA is…
Abstract
Transgender people experience significant health and healthcare disparities in comparison to cisgender people. Limited access to quality, trans-competent healthcare in the USA is a central social determinant of these inequities. In this chapter, we expand on the burgeoning literature on accountability structures and transgender healthcare through an analysis of individual interviews with cisgender medical providers about their and their colleagues’ capacity to provide trans-competent healthcare. First, we find that providers report unfamiliarity and uncertainty concerning transgender people, their healthcare needs, and related issues. Although providers regard such ignorance as a structural problem within medical education and practice, the solutions they proffer rely on the benevolence and personal initiative of individual providers to seek out trans-specific information and training. This upholds the boundaries between what is considered “normal” (i.e., cisgender centered) healthcare and trans-competent healthcare. Second, we find that cisgender medical providers who want to provide quality healthcare to transgender people engage in emotion work that prioritizes the comfort and ignorance of their cisgender colleagues and inhibits institutional change. In sum, we argue that, regardless of their intentions, cisgender providers engage in practices that maintain healthcare as a cisnormative accountability structure and, in turn, contribute to the persistence of transgender health and healthcare disparities.
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Sunday O. Obi, Festus E. Obiakor, Stephanie L. Obi, Tachelle Banks, Sean Warner and Natalie Spencer
The historian, Arthur M. Schlesinger (1999), once wrote that “a basic theme of American history has been the movement, uneven but steady, from exclusion to inclusion” – a movement…
Abstract
The historian, Arthur M. Schlesinger (1999), once wrote that “a basic theme of American history has been the movement, uneven but steady, from exclusion to inclusion” – a movement “fueled by ideals” (p. 173). He might well have been talking about the United States’ public education system where it has become evident that segments of its pupil population have been overlooked or neglected. The good news is that there have been some efforts to ameliorate this problem. However, despite these efforts, there continues to be lingering problems for culturally and linguistically diverse students with gifts and talents. In this chapter, we address how to maximize the success potential of these students.
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George S. Benson, Michael Kimmel and Edward E. Lawler
Employee involvement (EI) is a major part of high-performance work systems (HPWS) that have successfully transformed a large number of organizations and have become standard…
Abstract
Employee involvement (EI) is a major part of high-performance work systems (HPWS) that have successfully transformed a large number of organizations and have become standard practice in many new organizations. Despite the proven benefits of EI, however, it is still not as widely utilized as it could be even when accounting for industry and organization differences in its applicability. We suggest that EI implementation is limited in part by the change management challenges it presents. We review the recent research on EI and HPWS, and suggest ways in which change research and theory can inform our understanding of why EI practices have fallen short of their potential and how they can be effectively implemented.