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Publication date: 20 October 2014

Kayla M. Pritchard and Lisa A. Kort-Butler

This study examined whether life satisfaction varied among women who occupy different motherhood statuses, and if these variations were influenced by differences in women’s…

Abstract

Purpose

This study examined whether life satisfaction varied among women who occupy different motherhood statuses, and if these variations were influenced by differences in women’s internalization of cultural motherhood norms. We distinguished among women as biological mothers, stepmothers, and “double mothers,” who were both biological and stepmothers. We also included two groups of women without children: voluntary childfree and involuntary childless women.

Design/methodology/approach

Data were drawn from the National Study of Fertility Barriers and analyzed using OLS regression.

Findings

Biological mothers reported greater life satisfaction than women in other motherhood statuses. Accounting for the internalization of motherhood norms, double mothers had significantly lower life satisfaction compared to biological mothers, but voluntary childfree women had significantly greater life satisfaction. More detailed analyses indicated that internalization of cultural norms only appears to influence the life satisfaction of women with biological children.

Research limitations/implications

The results suggest that it may not simply be motherhood that affects women’s well-being, but rather that women’s internalization of motherhood ideals, particularly when it corresponds with their motherhood status, significantly impacts well-being. Limitations of this study include small cell sizes for some categories of women where additional distinctions may have been useful, such as lesbian or adoptive mothers. Future work should incorporate diverse family forms and expand on the newly named category “double mothers.”

Originality/value

By providing a more nuanced approach to categorizing motherhood status, including identifying double mothers, stepmothers-only, and two groups of childless women, the study added detail that has been overlooked in previous work on well-being.

Details

Family and Health: Evolving Needs, Responsibilities, and Experiences
Type: Book
ISBN: 978-1-78441-126-8

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Book part
Publication date: 31 October 2014

Marlene Morrison

This chapter provides a retrospective and prospective exploration of some of the challenges faced by doctoral education, specifically as they relate to advanced studies of…

Abstract

Purpose

This chapter provides a retrospective and prospective exploration of some of the challenges faced by doctoral education, specifically as they relate to advanced studies of educational administration (EA).

Methodology

It applies a critical stance to the current status of knowledge in the ‘leadership field’ and the intellectual underpinnings that inform the studies available as reference for doctoral students.

Findings

Nested within wider changing conditions for university and doctoral education, it is argued that the published field as currently constituted suffers from both banal and ‘non-wicked’ leadership orthodoxies that might lead to doctoral stagnation.

Practical implications

Reasons are suggested and prospects considered for revitalising scholarship for the upcoming generation of EA alumni, scholars and practitioners.

Details

Investing in our Education: Leading, Learning, Researching and the Doctorate
Type: Book
ISBN: 978-1-78441-131-2

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Article
Publication date: 1 November 2013

Cynthia Szymanski Sunal and Julianne M. Coleman

An investigation of very young children’s perceptions of a natural disaster, a tornado, used a stratified random sample of 40 children, aged 4-5 years, from a population of 108 in…

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Abstract

An investigation of very young children’s perceptions of a natural disaster, a tornado, used a stratified random sample of 40 children, aged 4-5 years, from a population of 108 in ten classes. The study also investigated a research protocol for ascertaining prior knowledge through children’s responses: physical representation, drawing responses, and retelling of personal stories through dictating captions for drawings. Two data sets were taken soon after the tornado. The children physically represented what happens in a tornado and how one takes shelter. Drawings increased in complexity by the second data set. Children’s stories included personal experiences: houses lost or damaged, being scared, friends missing, and wanting a significant other. Researchers can use a variety of methods to investigate very young children’s prior knowledge. An implication is that disaster education has a role in early social studies education promoting meaningful understanding by children of dangers posed, protecting oneself, and coping with the aftermath. Such a role is increasingly important as recent major U.S. disasters have impacted large numbers of citizens including our very young students. Further research especially with very young children in the area of disaster and hazards education is warranted in the field of social studies education.

Details

Social Studies Research and Practice, vol. 8 no. 3
Type: Research Article
ISSN: 1933-5415

Keywords

Available. Open Access. Open Access
Article
Publication date: 15 April 2021

Bradley M. Coleman, Jonathan Orsini, J.C. Bunch and Laura L. Greenhaw

Undergraduate agricultural leadership education opportunities are prevalent and growing. However, additional attention should be placed on the quality of educational leadership…

131

Abstract

Undergraduate agricultural leadership education opportunities are prevalent and growing. However, additional attention should be placed on the quality of educational leadership experiences. The purpose of this study was to explore how the context of a learning experience impacts student application of team leadership skills. The findings and implications of this study are reported in three themes: (a) contextual dimensions of educational experiences, (b) agricultural disconnect, and (c) team leadership skill application. Recommendations for practitioners include providing students with real-life leadership skill application experiences, regulating assignments to have agricultural connections, and integrating opportunities for student reflection. Future research should consider questions such as: (a) what other educational leadership experiences may have considerable learning impacts? and (b) what other pedagogical methodologies are useful in teaching agricultural and team leadership education?

Details

Journal of Leadership Education, vol. 20 no. 2
Type: Research Article
ISSN: 1552-9045

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Book part
Publication date: 29 September 2016

Claudine Parent, Caroline Robitaille, Marie-Christine Fortin and Anne Avril

Despite the over-representation of stepfamilies in the clientele receiving protective services, there is still very little information about the different forms of the parental…

Abstract

Purpose

Despite the over-representation of stepfamilies in the clientele receiving protective services, there is still very little information about the different forms of the parental commitment of stepfathers in those families. However, the characteristics of families receiving child protective services (CPS) are likely to influence the way that the stepfathers’ commitment is expressed.

Methodology/approach

Taking into account the viewpoint of mothers (n = 10), stepfathers (n = 10), and adolescents (n = 10), this study attempted to document, using the free association method and semistructured interviews, the following: (1) the representations that the members of these stepfamilies had of the stepfathers’ parental commitment; and (2) the way in which engagement was expressed in daily life.

Findings

While the participants agreed that the stepfather had a parental role to play, that is to take care of the children, they did not necessarily agree about which dimensions were the most important. Whereas the adults emphasized the child-rearing dimension of this role and the necessary cooperation with the biological parents, the adolescents insisted on the relational aspect. The results likewise indicated that these men were very committed to their partners’ adolescents and showed that even in families challenged by problems that lead to involvement with CPS, stepfathers can play a positive, supportive role.

Originality/value

This study represents an important addition to the existing literature on the role of stepfathers in that it uses multiple measures and direct reports from father figures allowing us to explore the main dimensions of stepfather commitment.

Details

Divorce, Separation, and Remarriage: The Transformation of Family
Type: Book
ISBN: 978-1-78635-229-3

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Book part
Publication date: 13 March 2020

Julinda Hoxha

Abstract

Details

Network Policy Making within the Turkish Health Sector: Becoming Collaborative
Type: Book
ISBN: 978-1-83867-095-5

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Book part
Publication date: 17 September 2014

Isaac Sabat, Alex Lindsey and Eden King

Lesbian, gay, and bisexual (LGB) individuals experience institutionalized prejudice within society and in their working lives. This prejudice increases the stress that these…

Abstract

Lesbian, gay, and bisexual (LGB) individuals experience institutionalized prejudice within society and in their working lives. This prejudice increases the stress that these individuals experience within the workplace. Thus, in this chapter, we outline the mechanisms of LGB-workplace stress, detailing the antecedents, outcomes, and strategies to remediate this form of stress. We first outline theoretical conceptualizations of workplace stress before explaining how sexual orientation minorities experience additional workplace stressors due to their specific, stigmatized identities. Then, we explain how the stressors of formal discrimination, interpersonal discrimination, stigma consciousness, internalized heterosexism, concealment, and social isolation each contribute to workplace stress and ultimately health and workplace outcomes. Finally, we discuss several strategies that organizations, stigmatized individuals, and allies can engage in to prevent and cope with each of these LGB-related workplace stressors. In so doing, this chapter encourages researchers and practitioners to continue to develop more comprehensive and effective strategies to combat the negative outcomes experienced by these and all other stigmatized employees, thereby promoting more healthy and inclusive organizations.

Details

The Role of Demographics in Occupational Stress and Well Being
Type: Book
ISBN: 978-1-78350-646-0

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Article
Publication date: 28 September 2010

Marianne Coleman

This paper aims to consider what all‐women networks have, and might offer, in terms of support and development of women in educational leadership.

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Abstract

Purpose

This paper aims to consider what all‐women networks have, and might offer, in terms of support and development of women in educational leadership.

Design/methodology/approach

The study draws on two case studies of such networks in education in England, the first, a regional network for women secondary school principals, and the other national, for women leaders in higher education. Network theories are employed to trace the type, origins, functions and evolution of networks for women in educational leadership. The two case studies, drawing on interviews, observation and documents, are part of a larger research project on the support and development of women leaders at work.

Findings

Two networks emerged at the beginning of the 1990s in the context of second wave feminism and the isolation experienced by women in leadership roles. The interview data show how strong the support function has been and continues to be, but despite this, these networks appear to be in terminal decline. Amongst reasons for the decline is the aging profile of the membership accompanied by lack of interest from younger women who may believe that gender issues are no longer relevant. Finally there is less support for the networks from universities and local authorities than was the case in the past. However, the strength of findings about the level of support has practical and social implications for women leaders.

Research limitations/implications

The findings relate to only two case studies in one cultural setting.

Originality/value

The originality of the paper is in the application of network theory to the field of education.

Details

Journal of Educational Administration, vol. 48 no. 6
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 1 January 1984

M. Coleman

Thermal ageing experiments on various thick film resistor systems have shown that resistance change is caused by a number of different mechanisms with different time dependences…

103

Abstract

Thermal ageing experiments on various thick film resistor systems have shown that resistance change is caused by a number of different mechanisms with different time dependences. Three distinct types of behaviour have been identified: corrosion due to ambient attack; diffusion through resistor interfaces with conductor terminations or through the resistor top surface; and stress relief within the bulk of the resistor. Wherever possible the dominant mechanism has been identified and the activation energy and time dependence of the ageing process have been determined.

Details

Microelectronics International, vol. 1 no. 4
Type: Research Article
ISSN: 1356-5362

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Book part
Publication date: 28 February 2019

Sayo O. Fakayode, Jennifer Jennings Davis, Linus Yu, Paulette Ann Meikle, Ron Darbeau and Georgia Hale

Strengthening the nation’s technological workforce, competing and expanding its relevance in the global economy, and maintaining personal as well as homeland security will be…

Abstract

Strengthening the nation’s technological workforce, competing and expanding its relevance in the global economy, and maintaining personal as well as homeland security will be highly dependent on the quantity, quality, and diversity of the next generations of scientists, engineers, technologists, and mathematicians. Production of a diverse generation of human resources with relevant, competitive skills is critical. However, so too is the need to raise an enlightened citizenry with cross-cultural experience and cultural awareness competency, with a broad worldview and global perspectives. These requirements are critical to understanding the challenges and opportunities of scholarly activity in a pluralistic global environment and positioning ourselves to capitalize upon them. Scholars with cross-cultural experience and competency are empowered to adapt and work collaboratively, nationally and globally, with scholars of different races, geopolitical, socioeconomic, and cultural backgrounds. Development of effective strategies to transform science, technology, engineering, and mathematics (STEM) departments for inclusion and to broaden the participation in STEM across cultures, socioeconomic standing, race, and gender in higher education has been a dominant topic of pedagogical interest of national priority in the last several decades. However, success in these endeavors is achievable only through systemic change and a cultural shift to address the underlying root causes of socioeconomic disparity, gender, and racial disparities and a paucity of cultural awareness among all educational stakeholders. STEM departments can only be truly transformed for inclusion through the development of sensitive, creative, and student-engaging curricula and targeted recruitment and retention of underrepresented minorities in STEM. Formation of well-coordinated alliances spanning educational sectors, governmental and non-governmental organizations, and community engagement and outreach are also critical to promoting inclusive and broad participation in STEM education.

The first section of the chapter gives an introduction to various challenges, obstacles, and hindrances that prevent a successful transformation of K–12 science education as well as STEM departments in higher education for inclusion. The second section discusses historical perspectives of the University of Arkansas-Fort Smith (UAFS) – the institutional profile, missions, and visions of UAFS as a regional university. Policies and strategies for addressing the socioeconomic disparity, faculty gender, and racial disparities and cultural competency awareness at UAFS are also highlighted in this section. Other approaches including targeted efforts to recruit and retain underrepresented minority students, provision of financial assistance for students from low-income families, and a creative “Math-up” curriculum innovation to promote inclusive and broad participation in STEM at UAFS are highlighted in the latter section of the chapter. Formation of alliances between UAFS, local K–12 school districts, and governmental and non-governmental agencies to promote broad participation in STEM at UAFS are discussed. The last section of the chapter provides recommendations for adaptation and sustainability of strategies and efforts aimed at transforming national STEM departments for inclusion.

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