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Article
Publication date: 4 April 2023

Shenika Hankerson and Olivia Williams

This study examined the characteristics of research mentors that successfully support underrepresented racially minoritized undergraduate (URMU) students in education research.

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Abstract

Purpose

This study examined the characteristics of research mentors that successfully support underrepresented racially minoritized undergraduate (URMU) students in education research.

Design/methodology/approach

An exploratory case study approach was employed to gain insight into the characteristics. The data sources used to inform this study included surveys and artifacts from eight URMU students who participated in a national grant-funded research apprenticeship fellowship program.

Findings

Results revealed three key findings about the characteristics that research mentors need to possess to successfully support URMU students in education research. These characteristics include a willingness to (1) invest time and effort in the mentor–mentee relationship, (2) share relevant knowledge and expertise about education research and (3) serve as sponsors to support and promote their mentees' educational research goals and endeavors.

Practical implications

The results have the potential to improve the quality of successful research mentorship opportunities for URMU students in education research by demonstrating the qualities and importance of these mentoring relationships. Higher quality mentoring relationships have the power to encourage URMU students to persist into graduate school and/or the education research profession via knowledge sharing, support and social capital. This is particularly important as education research – which still largely privileges Eurocentric research perspectives and methods – continues to take much needed steps toward racial and cultural diversity.

Originality/value

Most undergraduate research mentorship literature – and especially that literature highlighting the needs of URMU students – focuses on students in STEM, leaving gaps in knowledge related to students in education research. By focusing on the latter, this study seeks to extend our knowledge of the research mentorship needs of URMU students in education research.

Details

International Journal of Mentoring and Coaching in Education, vol. 12 no. 2
Type: Research Article
ISSN: 2046-6854

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Book part
Publication date: 24 November 2022

Jessica Ford

Unlike Joss Whedon's cult series Buffy the Vampire Slayer (1997–2003), Angel (1999–2004) and Firefly (2002–2003), Dollhouse (2009–2010) is largely considered to be both a critical…

Abstract

Unlike Joss Whedon's cult series Buffy the Vampire Slayer (1997–2003), Angel (1999–2004) and Firefly (2002–2003), Dollhouse (2009–2010) is largely considered to be both a critical and commercial failure. Dollhouse is often dismissed as Whedon's worst television series, with critics citing their discomfort and disgust in watching hero Echo's (Eliza Dushku) repeated exploitation. Unlike other popular acclaimed TV series featuring a female action hero like Xena: Warrior Princess (1995–2001), Alias (2002–2006) and Nikita (2010–2013), the hero of Dollhouse is not empowered from the series' outset, but rather she slowly comes to her power and agency due to various traumatic and violent experiences. This chapter argues that Dollhouse stages a reworking of the cinematic female action hero figure by delaying empowerment and forcing the audience to linger in the hero's lack of agency. Dollhouse enables an unpacking of the female action hero popularised in films like Terminator 2: Judgement Day (1991), Long Kiss Goodnight (1996), The Fifth Element (1997) and the Alien franchise (1979, 1986, 1992, 1997). By exposing the mechanics of hero-creation, Dollhouse forces viewers to consider how heroes are made and who is exploited in the process. As such, this chapter considers Dollhouse as an intervention into the female action hero film and television cycle through an analysis of how the series adheres to and subverts the tropes of the cycle.

Details

Gender and Action Films
Type: Book
ISBN: 978-1-80117-514-2

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Article
Publication date: 14 July 2023

Francheska D. Starks and Mary McMillan Terry

This study aims to examine how critical love theory is operationalized in K-12 classrooms to support Black children. The authors use BlackCrit and a conceptual framework of…

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Abstract

Purpose

This study aims to examine how critical love theory is operationalized in K-12 classrooms to support Black children. The authors use BlackCrit and a conceptual framework of critical love to describe the strategies educators used as pro-Black pedagogies of resistance.

Design/methodology/approach

The authors conducted a thematic analysis to identify how critical love praxis is used by K-12 educators as a tool to address anti-Blackness, neoliberal multiculturalism and ahistoricism as defined by the framings of BlackCrit theory. The authors produced a literature synthesis of qualitative research that responds to this study’s research questions: How are critical love theories operationalized? What educator practices do researchers identify as material manifestations of critical love?; and How and to what extent do critical love praxis address anti-Blackness, neoliberal multiculturalism and ahistorical approaches to social transformation as defined by BlackCrit theory?

Findings

Critical love theories manifest as critical love praxis. Educators used critical love praxis to address anti-Blackness, neoliberal multiculturalism and ahistoricism by cultivating and supporting the co-creation of homeplace for Black students in K-12 education. Homeplace is cultivated through critical love praxis as classroom-focused, person-focused and politically focused approaches.

Originality/value

This study’s findings extend current theoretical research on critical love by describing its material form in K-12 education and by identifying how a critical love praxis can work to directly challenge anti-Blackness. The authors find implications for their work in teacher education and teachers’ in-service professional development.

Details

Journal for Multicultural Education, vol. 18 no. 3
Type: Research Article
ISSN: 2053-535X

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Article
Publication date: 21 October 2020

Olivia Hernandez-Pozas

This paper examines social loafing (SL) in Mexican workers, introducing relationship meaningfulness (RM) and revisiting the impact of expectation on co-workers (ECW) and task…

259

Abstract

Purpose

This paper examines social loafing (SL) in Mexican workers, introducing relationship meaningfulness (RM) and revisiting the impact of expectation on co-workers (ECW) and task meaningfulness (TM) on SL.

Design/methodology/approach

This research study used 697 questionnaires reporting results on descriptive statistics, correlations and the analysis of variance (ANOVA).

Findings

Results indicated that ECW, RM and SL are negatively related and there is no significant relationship between TM and SL for the Mexican sample.

Research limitations/implications

This paper links three relevant fields: SL, work meaningfulness (WM) and Latin American management and expands workplace theories of effort by adding RM and demonstrating this negatively relates to SL. Also, by showing RM may be more relevant than TM on reducing SL in Mexican workers.

Practical implications

This paper assists in the control for conditions that can cause SL and helps to devise interventions that motivate Mexican workers.

Originality/value

Novelty resides in the inclusion of RM as a new variable in SL studies. Also, in showing how RM fits better than TM as means to motivate Mexican workers, connecting with WM. Finally, proving relevance of examining co-workers and not only supervisors' evaluations.

Propósito

Este artículo examina la holgazanería social (HS) en trabajadores mexicanos, introduciendo el significado de la relación (SR) y revisitando el impacto de las expectativas en los compañeros de trabajo (ECT) y el significado de la tarea (ST) en la HS.

Diseño/metodología/enfoque

Esta investigación usa 697 cuestionarios reportando resultados de estadística descriptiva, correlaciones y ANOVAs.

Resultados

Los resultados sugieren que ECT, SR y HS están negativamente relacionados y no existe relación significativa entre ST y HS en los trabajadores mexicanos.

Implicaciones en la Investigación

Este artículo conecta tres importantes campos del conocimiento: HS, aquello que es significativo del trabajo (STb) y Gestión en Latinoamérica y expande las teorías de esfuerzo en el lugar de trabajo demostrando que las relaciones interpersonales están asociadas a la holgazanería social. También, mostrando que SR puede ser más relevante para reducir HS que ST en trabajadores mexicanos.

Implicaciones en la práctica

Este artículo apoya en el control de condiciones que causan la holgazanería social y ayuda a diseñar intervenciones que puedan motivar mejor a los trabajadores mexicanos.

Originalidad/valor

La originalidad radica en la inclusión de SR como nueva variable en estudios de HS. También, al mostrar como SR encaja mejor que ST como medio de motivación de trabajadores mexicanos, vinculándolo con STb. Finalmente, prueba la importancia de examinar las evaluaciones de los compañeros y no sólo de supervisores.

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Article
Publication date: 10 October 2016

Richard Jefferies, Ibrahim H.N. Sheriff, Jacob H. Matthews, Olivia Jagger, Sarah Curtis, Peter Lees, Peter C. Spurgeon, Alex Oldman, Ali Habib, Azam Saied, Jessica Court, Marilena Giannoudi, Meelad Sayma, Nicholas Ward, Nick Cork, Olamide Olatokun, Oliver Devine, Paul O'Connell, Phoebe Carr, Rafail Angelos Kotronias, Rebecca Gardiner, Rory T Buckle, Ross J Thomson, Sarah Williams, Simon J. Nicholson, Usman Goga and Daniel Mark Fountain

Although medical leadership and management (MLM) is increasingly being recognised as important to improving healthcare outcomes, little is understood about current training of…

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Abstract

Purpose

Although medical leadership and management (MLM) is increasingly being recognised as important to improving healthcare outcomes, little is understood about current training of medical students in MLM skills and behaviours in the UK. The paper aims to discuss these issues.

Design/methodology/approach

This qualitative study used validated structured interviews with expert faculty members from medical schools across the UK to ascertain MLM framework integration, teaching methods employed, evaluation methods and barriers to improvement.

Findings

Data were collected from 25 of the 33 UK medical schools (76 per cent response rate), with 23/25 reporting that MLM content is included in their curriculum. More medical schools assessed MLM competencies on admission than at any other time of the curriculum. Only 12 schools had evaluated MLM teaching at the time of data collection. The majority of medical schools reported barriers, including overfilled curricula and reluctance of staff to teach. Whilst 88 per cent of schools planned to increase MLM content over the next two years, there was a lack of consensus on proposed teaching content and methods.

Research limitations/implications

There is widespread inclusion of MLM in UK medical schools’ curricula, despite the existence of barriers. This study identified substantial heterogeneity in MLM teaching and assessment methods which does not meet students’ desired modes of delivery. Examples of national undergraduate MLM teaching exist worldwide, and lessons can be taken from these.

Originality/value

This is the first national evaluation of MLM in undergraduate medical school curricula in the UK, highlighting continuing challenges with executing MLM content despite numerous frameworks and international examples of successful execution.

Details

Journal of Health Organization and Management, vol. 30 no. 7
Type: Research Article
ISSN: 1477-7266

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Book part
Publication date: 27 August 2021

Emma Milne

Abstract

Details

Criminal Justice Responses to Maternal Filicide: Judging the failed mother
Type: Book
ISBN: 978-1-83909-621-1

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Article
Publication date: 3 May 2016

Bronwyn E. Wood, Sue Cornforth, Fiona Beals, Mike Taylor and Rachel Tallon

The purpose of this paper is to explore the experiences of academic staff who are committed to embedding sustainability within tertiary curricula and pedagogy.

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Abstract

Purpose

The purpose of this paper is to explore the experiences of academic staff who are committed to embedding sustainability within tertiary curricula and pedagogy.

Design/methodology/approach

The focus of this paper is on a New Zealand university. A survey of staff was undertaken and in-depth interviews conducted with 11 sustainability “champions”. A narrative variant of thematic analysis was used to examine the ways these sustainability “champions” made sense of the work they do. Through an analysis of their metaphors and metaphorical language, a sense of the identities that they held as educators of sustainability was gained.

Findings

Three types of identities emerged – the sustainability “saviour”, “nurturer” and “struggler”. These identities reflected the champion’s experiences, disciplinary affiliations and pedagogical approaches. Interdisciplinarity emerged as a key tenet and challenge for such sustainability champions.

Originality/value

This paper provides rare insights into the experiences, identities and teaching approaches of sustainability champions within higher education. It highlights the need for university-wide conversations and cross-discipline support for such academics.

Details

International Journal of Sustainability in Higher Education, vol. 17 no. 3
Type: Research Article
ISSN: 1467-6370

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Book part
Publication date: 8 March 2022

Rob Cover, Ashleigh Haw and Jay Daniel Thompson

Abstract

Details

Fake News in Digital Cultures: Technology, Populism and Digital Misinformation
Type: Book
ISBN: 978-1-80117-877-8

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Article
Publication date: 23 January 2025

Olivia Aubrey, Katy A. Jones and Elizabeth Paddock

The societal, economic and personal costs of aggression are indisputable. Impulsivity and childhood trauma (CT) play a role in aggression but less is known about the potential…

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Abstract

Purpose

The societal, economic and personal costs of aggression are indisputable. Impulsivity and childhood trauma (CT) play a role in aggression but less is known about the potential mechanisms underlying these associations. This study aimed to investigate the influence of CTs and impulsivity on aggression in the general population.

Design/methodology/approach

A total of 178 participants (aged 18–86, M = 30.93, SD = 14.50) including 65 men (36.5%), 110 women (61.8%), 3 participants self-identified (1.7%)(n = 2 nonbinary, n = 1 gender fluid) of the UK adult population completed an online survey. Questionnaires measured impulsivity (Short UPPS-P), adverse childhood experiences (CT Questionnaire) and aggression (Buss and Perry Aggression Questionnaire).

Findings

Emotional neglect and abuse were the most endorsed CTs (abuse and neglect). As predicted, results showed the impulsivity facet “negative urgency” was associated with the behaviour, emotions and cognitions of aggression. Findings showed a distinct effect of both impulsivity and emotional abuse on physical aggression, which may reflect a pathway in which impulsivity influences adverse childhood experiences and future violence. Types of aggression may have potentially distinct pathways. This study discusses the reasons for these observed results and future research.

Originality/value

The originality/value of the paper lies in the acknowledgement of the role of negative and positive urgency in behaviours related to emotional dysregulation. It also highlighted the importance of examining different types of aggression. There was a distinct effect of both impulsivity and CTs on physical aggression and hostility. Further research in larger samples should examine pathways in which impulsivity mediates the effects of adverse childhood experiences and adulthood aggression. These collective insights can help further our understanding of the role adverse and traumatic events in childhood and impulsivity has on aggression and may be relevant to tailored support and intervention strategies for individuals expressing aggressive behaviours.

Details

Journal of Criminal Psychology, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2009-3829

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Book part
Publication date: 6 December 2013

Tonya Williams Bradford

Individuals use money, time, and effort to consume, yet implicit in most consumer research is the availability of these resources, particularly money. While the literature…

Abstract

Purpose

Individuals use money, time, and effort to consume, yet implicit in most consumer research is the availability of these resources, particularly money. While the literature provides an explanation of many aspects of consumption experiences, an explanation of how money is used to fund consumption is needed.

Methodology

In the present research, I explore ordinary consumer behaviors through depth interviews with individuals regarding everyday experiences to develop an understanding of the relationship between earmarking money and consumption.

Findings

Prior research finds consumers earmark monies thereby allocating it to distinct purposes, such that this earmarking influences consumer behaviors. Emergent from these data, I find evidence for two categories of consumer behaviors: protective, which are those addressing responsibilities in daily life; and, prospective which are those for shaping and representing identity. Further, I find protective or prospective behaviors are systematically associated with earmarking of money to either indexical or prosaic accounts, respectively, to fund consumption in support of the behaviors.

Research limitations/implications

This study explores everyday experiences to develop an understanding of how monetary earmarks are used to fund consumption. Other resources necessary for consumption, specifically time and effort, were not examined, yet are influential in consumption experiences and therefore are in need of study.

Originality/value of chapter

These findings contribute a distinct pattern of funding evident in the relationship between types of earmarks and categories of everyday behaviors.

Details

Consumer Culture Theory
Type: Book
ISBN: 978-1-78190-811-2

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