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This paper aims to examine the experiences of diverse interprofessional participants in an Equity, Diversity and Inclusion (EDI) working group with a common interest in EDI in one of the largest pediatric teaching hospitals in Canada and how the impacts of this experience extend outside of the group.

This qualitative research utilized an inductive approach in line with the Gioia methodology (Gioia et al., 2013) to explore individual experiences as participants in an EDI working group. Seven group members were interviewed in-depth and engaged in storytelling and journaling to capture their experiences and perspectives. The perspectives of six members are reflected here, representing diversity across ethnicity, professions and subjective experiences, with a common interest in working together to improve EDI knowledge dissemination, training and practice in a healthcare setting in Canada.

Retrospective research activities facilitated a co-constructed account. The analysis reveals that EDI group participation is a positive learning experience for individuals described as thriving in their careers. Analysis of collaborative perspectives emphasizes how collective identity cultivates vitality in the EDI group environment. EDI group members exhibit agency as proponents of social change, navigating and negotiating institutional norms in varying professional spaces.

The participants included members of an EDI working group in healthcare. Six perspectives are reflected here. Implications for personal experience and career development in organizations are discussed.

This study contributes to understanding how participating in specific interest groups, such as a group focused on EDI, informs personal and career development. It also contributes to our understanding of intrinsic motivation, as evidenced among volunteers in this healthcare setting. Our study also depicts an environment of vitality and learning and that collective thriving can be produced and may have extra-role implications.

The concept of an American Dream was interrogated during a service-learning partnership between university students and a multilingual, racially diverse class of sixth graders. The one-on-one service-learning partnerships were at the heart of the semester-long project and sought horizontalidad, or non-authoritarian democratic communication and shared knowledge creation. The paper aims to discuss these issues.

This project leveraged the arts and humanities within the context of social studies education to promote youth civic engagement. This project used Photovoice methodology in which all participants took photos and wrote about their American Dream. Participants then shared their photography and writing at three public gallery events in the community in an effort to educate others about their perspectives, experiences, and hopes regarding the American Dream.

Findings from the reciprocally minded partnership centered on the sixth-grade students taking a collective approach to the American Dream. Specifically, they noted their commitment to their families and desire to support others, with some sixth graders even sharing a commitment to promoting social justice. Some participants demonstrated a “we consciousness,” or a collective approach to social justice.

The study provides insights into how educators can engage middle school students in democratic practice as active citizens in a service-learning partnership. Through a service-learning themed project about the American Dream, middle school students were able to share their voices and experiences with the larger community via a project rooted in horizontalidad.

Research shows that postsecondary students are largely unaware of the impact of algorithms on their everyday lives. Also, most noncomputer science students are not being taught about algorithms as part of the regular curriculum. This exploratory, qualitative study aims to explore subject-matter experts’ insights and perceptions of the knowledge components, coping behaviors and pedagogical considerations to aid faculty in teaching algorithmic literacy to postsecondary students.

Eleven semistructured interviews and one focus group were conducted with scholars and teachers of critical algorithm studies and related fields. A content analysis was manually performed on the transcripts using a mixture of deductive and inductive coding. Data analysis was aided by the coding software program Dedoose (2021) to determine frequency totals for occurrences of a code across all participants along with how many times specific participants mentioned a code. Then, findings were organized around the three themes of knowledge components, coping behaviors and pedagogy.

The findings suggested a set of 10 knowledge components that would contribute to students’ algorithmic literacy along with seven behaviors that students could use to help them better cope with algorithmic systems. A set of five teaching strategies also surfaced to help improve students’ algorithmic literacy.

This study contributes to improved pedagogy surrounding algorithmic literacy and validates existing multi-faceted conceptualizations and measurements of algorithmic literacy.

The purpose of this study is a formal experimental economics test of results found in a study designed and executed by a 12-year-old who was concerned about what she perceived to be bias in gaming applications (apps) that provided male avatar characters for no cost but required in-app purchases to access female characters. The present study was designed to test empirically whether children have a revealed preference for same-gendered characters and whether such preferences are dependent on the cost of the characters.

Children from 6 to 16 years of age were recruited to participate in a framed field economics experiment in which they would earn actual money and be given opportunities to spend it on in-game avatars they could then use to continue to play. Additionally, a survey gathered data on participants’ stated preferences and experiences playing game apps on mobile phones.

Children do prefer to play a character of the same gender; however, they are more likely to remain the default character if choosing a different character costs money. When asked to say why they picked their character, children report most often that it is based on either the characters’ appearance or gender, followed by perceived character abilities, liking the character and the cost of a character. A vast majority (90 per cent) of children felt both male and female characters should be free.

This research was limited because the experiment simulated in-app purchases but could not offer the permanence of real-world in-app purchases. Players in the experiment could not “keep” the character if they chose to pay for it. The authors adjusted for this by making the cost to change character gender much lower than it would be in the game (25 cents in the study vs approximately $10 in the app). Future research could explore ways to make in-app purchases during the study permanent for players to test if the permanence of the purchase results in greater willingness to pay to switch character gender.

This research has practical implications for video game designers. As both male and female players prefer to play with characters of the same gender, and having a cost to play a character reduces switching behavior, it is possible that having a cost for female characters reduces the popularity of the game with female players. This is especially relevant for endless running games as these games are preferred more by women than men. By making female characters free, default character and developers may increase the popularity of these games with female players.

This study adds to the body of literature about gender and video game preferences because prior studies relied solely on stated preferences about characters (using surveys and self-reported behaviors) and not on revealed preferences (observed behaviors). Additionally, this study examines character gender preferences in a casual game, while most prior studies have examine preferences in massively multiplayer online role-playing games.

In this child–parent research study, three adolescents theorize their meaning-making experiences while engaged in exclusive online learning during a three-month stay-at-home mandate. The purpose of this study is to highlight youth-created understandings about their literacy practices during COVID-19 in order to expand possibilities for youth-generated theory.

This child–parent research builds upon a critical dialectical pluralist (CDP) methodology, which is a participatory research method that looks to privilege the child as a co-researcher at every stage of the inquiry. In this research study, the adolescents work together to explore what it means to create and learn alone and then with others via virtual platforms. Research team discussions initially were scaffolded by the parent–researchers, and the adolescents developed their analyses individually and together, and their words and insights situate the findings and conclusions.

The musical form of a motet provides a metaphor that three adolescents used to theorize their meaning-making experiences during the stay-at-home order. The adolescents determined that time, frustration, and space were overarching themes that captured the essence of working alone, and then together, in messy, orchestrated online ensembles.

In this youth-centric research paper, three adolescents create understandings of their meaning-making experiences during the stay-at-home order and work together to determine personal and pedagogical implications.

This paper aims to, by drawing on two decades of field work on Wall Street, explore the recent evolution in the gendering of Wall Street, as well as the potential effects – including the reproduction of financiers’ power – of that evolution. The 2008 financial crisis was depicted in strikingly gendered terms – with many commentators articulating a divide between masculine, greedy, risk-taking behavior and feminine, conservative, risk-averse approaches for healing the crisis. For a time, academics, journalists and women on Wall Street appeared to be in agreement in identifying women’s feminine styles as uniquely suited to lead – even repair – the economic debacle.

The article is based on historical research, in-depth interviews and fieldwork with the first generation of Wall Street women from the 1970s up until 2013.

In this article, it is argued that the preoccupation in feminine styles of leadership in finance primarily reproduces the power of white global financial elites rather than changes the culture of Wall Street or breaks down existent structures of power and inequality.

The research focuses primarily on the ways American global financial elites maintain power, and does not examine the ways in which the power of other international elites working in finance is reproduced in a similar or different manner.

The findings of the article provide practical implications for understanding the gendering of financial policy making and how that gendering maintains or reproduces the economic system.

The paper provides an understanding of how the gendered rhertoric of the financial crisis maintains not only the economic power of global financial elites in finance but also their social and cultural power.

The paper is based on original, unique, historical ethnographic research on the first generation of women on Wall Street.

This chapter studies the social reproduction of the traditional heterosexual engagement ritual in which men propose marriage to women, even as many women now occupy positions of power, surpass men in educational attainment, and provide their own incomes. We draw from 37 semi-structured interviews with middle-class, heterosexual women in which they discussed their marriage proposals. We argue that three related types of socioeconomic incentives encourage women to participate in traditional proposals: (1) the social status of being chosen to marry, (2) the value of gifts, especially an engagement ring, which also reflects the fiancé’s implied taste, and (3) the proposal story itself as scrip for inclusion in heterosexual women’s social groups. By considering social factors that mediate relationships among women, we show that economic and status incentives are important explanations for the perpetuation of the traditional engagement ritual. Specifically, the middle-class, heterosexual women in our study exchange socioeconomic status in their female-centered reference groups for their participation in gender-normative relations with their male partners.

Research has identified that workplace bullying is a significant problem within health care, with health-care trainees at particular risk. The purpose of this study is to explore the experiences of workplace bullying from the perspectives of trainee clinical psychologists.

A total of 14 trainee clinical psychologists recruited from British universities participated in semi-structured telephone interviews. Qualitative data was analysed using thematic analysis.

The analysis generated four main themes: workplace bullying “activating threat responses”, the process of trainee clinical psychologists “making sense of bullying”, “difficulties navigating power within the system” when experiencing and reporting bullying and “finding safety and support” within and outside of work contexts.

To the best of the authors’ knowledge, this is the first known study of workplace bullying specifically within clinical psychology. The research has implications for guidance for training institutions and professional bodies associated with trainee mental health professionals.

Although the benefits of clinician researchers for health services are now more clearly recognised, their career development is not well understood. Hence, the purpose of this paper, a scoping review, is to determine what has been discussed in the literature about career opportunities for allied health (AH) clinician researchers in health services.

A structured literature search was completed in December 2020 for literature published 2010–2020 in English. A total of 2,171 unique abstracts were found and screened by two reviewers and 206 articles progressed to full text screening.

Forty-six studies were ultimately included; however, only two of these had aims directly related to AH clinician researcher careers, with the remainder containing only incidental data on this topic. Over half (56.5%) of the included studies were conducted in Australia, with a variety of AH professions represented. In terms of research design, 52.2% used cross-sectional survey designs, while case studies and qualitative research designs were also common. Key observations were that varying terminology and definitions were used, and there was little information about the inclusion of research in clinical positions or opportunities for formal clinical researcher positions in health services. There was some evidence to support that there are limited career opportunities after PhD completion, and that current career pathways are insufficient. There was conflicting evidence on whether engagement in research is beneficial for clinical career progression.

This review highlights a lack of research on this topic and outlines future directions to better support career pathways for AH clinician researchers.