Secil E. Ertorer, Jennifer Long, Melissa Fellin and Victoria M. Esses
This paper explores integration experiences of immigrants in the Canadian workplace from the perspective of immigrants themselves, focusing on cultural capital and cultural…
Abstract
Purpose
This paper explores integration experiences of immigrants in the Canadian workplace from the perspective of immigrants themselves, focusing on cultural capital and cultural judgments as factors influencing workplace entry, advancement and social integration in an increasingly diverse work environment.
Design/methodology/approach
An interpretive approach that involved thematic analysis of in-depth interview data was employed.
Findings
The findings reveal that the official two-way multiculturalism policy of Canada is not reflected in the Canadian workplace and that structural forces of assimilation are evident. Cultural judgments and immigrants' cultural capital create barriers for integration.
Research limitations/implications
While highlighting important aspects of immigrant experiences within the Canadian workplace, the study findings cannot generate a fully representative theorization of immigrant employment experiences in Canada. Further studies with diverse migrant groups in different parts of the country would shed more light on the issues faced by immigrants.
Practical implications
The barriers to social integration identified by this study can be largely overcome by improving intercultural skills and cultural intelligence of employers and employees through training and incorporating values of diversity and inclusion into the corporate culture.
Social implications
The factors that foster and hinder workplace integration identified by this study can inform workplace integration strategies and related policies.
Originality/value
Much of the literature concerning immigrants' position in Canada address the economic integration and economic well-being of immigrants, focusing on quantitative, macro level analyses of earnings disparity and labor market segmentation. There is a lack of qualitative research that explores the integration process through the lens of immigrants. Informed by the theories of cultural capital, cultural judgment and integration, the study sheds light on the everyday workplace experiences of skilled migrants and perceived barriers to workplace entry, advancement and social integration.
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The purpose of this chapter is to examine the ways in which gender is socially constructed through transnational adoption.
Abstract
Purpose
The purpose of this chapter is to examine the ways in which gender is socially constructed through transnational adoption.
Methodology/approach
Feminist methodologies and reflexivity are put into practice. Life histories of women who participate in transnational adoptions are presented.
Findings
Life history narratives shed light on how these particular women, through the process of transnational adoption, experience gender differently and in more complex ways. Adoptive mothers’ negotiations (and renegotiations) of their own gender contribute to our understandings of how motherhood (and, thereby, womanhood) is constructed in broader society.
Research limitations/implications
Life histories provide rich, thick descriptions of social life. However, they are limited in terms of reliability and making generalizations about larger populations.
Practical implications
This chapter engages the reader, scholars, students, practitioners, and policy-makers in contemplating the processes of motherhood and womanhood.
Social implications
The chapter is a building block for future research on this topic and challenges our understandings of “motherhood” and “womanhood.”
Originality/value
This chapter is unique in that I include my own life narrative and story of becoming a mother through transnational adoption. Through reflexivity, the researcher becomes the subject and vice versa. These life history narratives offer insight through their expressions of “everyday knowledge” (Hill Collins, 2000) and bring new dimensions to the study of gender as these women’s experiences are situated within the intersections of the global economy, specific political systems, and individual identities.
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James D. Ludema and Marie E. Di Virgilio
In this paper, we offer a model of how leaders and managers can create energy for change by influencing patterns of conversation across the organization. We develop the model by…
Abstract
In this paper, we offer a model of how leaders and managers can create energy for change by influencing patterns of conversation across the organization. We develop the model by linking social constructionist thought with theory from the field of positive psychology. We propose that effective leaders work with others to co-author persuasive narratives of change that generate energy by providing people (including themselves) with a sense of autonomy, competence, and relatedness. Energy is expressed in the form of support, time, money, and resources, which contribute to the success of the work. Continuous attention to crafting persuasive narratives in a collaborative way creates upward spirals of energy, and increases the probability of successful change over time. We illustrate these ideas with a case study of a successful IT change initiative in a Fortune 100 insurance company, and conclude by discussing implications for research and practice.
This case is appropriate in a MBA module for the accounting process and is also an excellent exam case. It provides a diagram of the three basic financial statements (balance…
Abstract
This case is appropriate in a MBA module for the accounting process and is also an excellent exam case. It provides a diagram of the three basic financial statements (balance sheet, income statement, and statement of cash flows) used to capture, codify, and communicate the effects of a series of typical business events. The case also gives students the opportunity to prepare a simple statement of cash flows using two sequential balance sheets and to work backward from a balance sheet and statement of cash flows to craft the beginning of the year's balance sheet.
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![University of Virginia Darden School Foundation](/insight/static/img/university-of-virginia-darden-school-foundation-logo.png)
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Over the past decade, there has been an increase in the number of transgender adolescents that receive gender-affirming hormones. While the long-term repercussions of taking…
Abstract
Over the past decade, there has been an increase in the number of transgender adolescents that receive gender-affirming hormones. While the long-term repercussions of taking hormones are understudied, it is possible that one of the impacts is infertility. Although infertility is not definite, healthcare professionals are still responsible for discussing fertility preservation with transgender adolescent patients, which encourages a population of young people to determine whether or not they want to biologically have children in the future. Drawing on in-depth interviews with healthcare professionals, parents, and transgender adolescents, this study explores the thoughts and perceptions pertaining to fertility and how these three groups work with one another throughout transition. My findings show that (1) adult participants (parents and healthcare professionals) have mental barriers, which include fear of regret and grief over the loss of anticipated biological motherhood, (2) there is a delay in the conversation happening between the healthcare professionals, parents, and trans adolescents, and (3) trans adolescents reject fertility, but are open to building a family. I argue that cisnormative and transnormative ideologies overshadow these conversations, which could result in limiting the potential for queer biological parenthood. The chapter ends with suggestions for how to make conversations pertaining to fertility preservation more expansive to dismantle transnormativity.
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Hans W. Klar, Noelle A. Paufler and Angela D. Carter
School leaders can significantly influence the conditions that affect teacher retention. Yet, leaders in rural and high-poverty schools often face limited opportunities to develop…
Abstract
Purpose
School leaders can significantly influence the conditions that affect teacher retention. Yet, leaders in rural and high-poverty schools often face limited opportunities to develop their abilities to enhance these conditions. In this case study, we examine how participating in a professional community supported school leaders' efforts to increase teacher retention and student learning outcomes.
Design/methodology/approach
We used case study methodology to study 14 leaders from rural, high-poverty or underperforming schools with greater-than-average levels of teacher turnover. The leaders were participating in a three-year research-practice partnership intended to assist them in using improvement science to address problems of practice related to teacher retention and student learning outcomes in their schools. We collected and analyzed data from interviews, exit surveys, artifacts and participant observations over a one-year period.
Findings
Participating in this professional community helped the leaders create the conditions for increased teacher retention and student learning outcomes by providing them with opportunities to collaborate with their peers, receive leadership coaching, exchange ideas and learn in a safe space.
Originality/value
These findings confirm and extend extant school leadership development research. A particularly interesting finding was the role of the professional community in reducing the leaders' feelings of isolation while providing them a safe space to learn. The findings also illustrate how universities and school districts can partner to provide professional learning opportunities that enhance school leaders' professional knowledge, leadership practices and well-being.
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Melinda Waters, Linda Simon, Michele Simons, Jennifer Davids and Bobby Harreveld
As neoliberal reforms take hold in the vocational education and training (VET) sector in Australia, there is renewed interest in the quality of teaching practice. However, despite…
Abstract
Purpose
As neoliberal reforms take hold in the vocational education and training (VET) sector in Australia, there is renewed interest in the quality of teaching practice. However, despite the value of practitioner inquiry to the quality of teaching in schools, scholarly practice in higher education, and established links between the quality of teaching and outcomes for learners and between practice-based inquiry and pedagogic innovation in VET, the practices has received little attention. The purpose of this paper is to explore the value of a college-wide culture of scholarly activity to learners, enterprises, VET institutions, educators and the national productivity agenda.
Design/methodology/approach
Drawing on the education literature, empirical examples of scholarly activity drawn from the authors’ experiences of working with VET practitioners, this paper asks what constitutes research and inquiry in VET, why should these practices be integral to educative practice and what value do they bring to the sector? In addressing the questions, the authors explore how research and inquiry is defined in the literature and draw on three empirical examples of scholarly activities to provide a national, institutional and individual view. A discussion about the value of scholarly activities to VET stakeholders and how the practices might be fostered and sustained concludes the paper.
Findings
The paper concludes that practice-based scholarly activities in VET cultivate rich potential for renewed and innovative pedagogies that improve outcomes for learners, respond to industry demands for innovative skills, build “pedagogic capital” for VET institutions, enrich the knowledge base of policy makers and build resilience and professionalism. The authors conclude by positioning VET educators as scholars in their own right along a continuum of scholarly activity and posing the proposition that when valued, scholarly activities are practices for new times that will build a strong and vibrant profession for the future.
Research limitations/implications
This paper brings together the authors’ experiences of working with VET practitioners as the authors engage in scholarly activities. While each vignette was drawn from a formal research project in each case, the paper itself was not structured around a formal research activity, although a small survey was undertaken for vignette 1. This poses limitations to the findings of the study. However, the purpose of the paper is not to be conclusive but to forward an argument for more scholarly activity in VET in order to promote further research and debate.
Originality/value
This paper contributes to the current debate in Australia about the quality of teaching in VET and the sectors’ capability to produce “work-ready” graduates. It brings to the fore the value of scholarly activity for educators, learners, industry and communities, VET institutions and the broader national innovation agenda. As such, it has relevance to all VET stakeholders, most particularly policy makers, leaders and practitioners in VET.