共查询到20条相似文献，搜索用时 31 毫秒
1.
Annelies Knoppers 《Quest (Human Kinetics)》2013,65(2):210-227
This article discusses various approaches that have been used to explain coaching as a male-dominated occupation. Individual approaches look at the interests, qualifications, and choices of women to explain their absence in male-dominated jobs. Structural approaches assume that gender-differentiated work behavior is more a function of location in organizational hierarchy than of gender. In the third approach, social relations, gender is seen as a verb in that women and men collectively struggle over the power to give meaning to social facts, including the meaning of coaching. This approach shows how structures, jobs, activities in those jobs, workers, and places of work are gendered through the meanings we assign to them. The ways those meanings may be altered if and when the number of women in coaching begins to increase are described. 相似文献
2.
Vincenza Priola 《Gender and education》2007,19(1):21-40
The paper explores gender relations in academia and discusses how gender is constructed within academic institutions. It is based upon the study of a business school, part of a British university. The construction of gender relations within this institution was of special interest because the majority of managerial roles were occupied by women. All female academic managers (dean, associate deans and heads of department) and a random selection of female and male academics were interviewed. The process of construction of gender relations is investigated through the analysis of the discrepancy between the ‘masculine culture’ of high education institutions and the dominance of women managers within this organization. It is suggested that the numerical dominance of women managers may create tensions between their individual identities as women and their managerial identities, due to the predominance of masculine practices and values within the organization. Additionally, it emerged that the maintenance of masculine ideals and practices is also associated with downplaying women’s achievements. 相似文献
3.
Managing spaces: (re)working relations of strategy and spatiality in vocational education and training 总被引：1，自引：1，他引：0
Dianne Mulcahy 《Studies in Continuing Education》2013,35(2):143-162
The adoption of a more ‘open’ national training market in vocational education and training (VET) in Australia has led to considerable changes in VET organizations and considerable challenges for VET managers. Recent research has established the critical role that ‘strategy’ plays in leading and managing these organizations and the significance of strategic management as a field of managerial practice within VET. In this article, I further examine the role of strategy in the management of VET organizations by giving attention to issues of space and spatiality. Deploying concepts from actor-network theory and drawing on case data collected from VET organizations, I address strategy as a spatializing project. The argument is made that strategy is an accomplishment of a network of relations rather than an individual manager or an individual organization and can take radically different forms (‘Big S’ strategy; ‘small s’ strategy) and produce radically different effects (economic, educational). More specifically, spatial relations play a constitutive role in strategy formation in VET. Relations of spatiality and strategy are created and sustained together, and where this complex relationship is understood space can serve as a ground for critique. The paper promotes a theoretical and empirical imperative to look keenly to the spaces filled by frontline managers. Essentially interrogatory, these spaces open up the possibility of the negotiation of managerial and organizational identities across differences of strategic management and operational management and, more broadly, of enterprise and education. 相似文献
4.
Nancy Taber 《Studies in Continuing Education》2013,35(3):289-301
Gender plays a significant role in the experiences of workers within organizations. This is particularly true for women in non-traditional roles as they constantly struggle with gender barriers that are so ensconced in certain organizations and in society as to be accepted without question. Using an autoethnographical account, I explore the implications of my experience as a woman in the non-traditional role of a military member. First, I will discuss the importance of speaking from a first-hand, subjective position, and will briefly explore how we learn to be men and women through socialization processes in current western society. Then I will focus on how I learned to be a military member in a male organization and will examine how women's bodies and emotions separate women from men. I conclude with a discussion of how learning about feminist theories provoked me to begin to make connections between my experience and larger societal issues that had previously been invisible to me. 相似文献
5.
Combining Tinto's classical model of student drop‐out with Kanter's assessment of minorities, this article examines the influence of gender composition in a field of study on drop‐out from higher education. Our empirical analysis is based on a sample of students who left German higher education in 2014. Our results confirm previous findings that women in gender‐atypical subjects show a higher drop‐out risk than their male fellow students. We assess several mechanisms which could contribute to explain this effect. Contrary to our expectations, social integration, in the sense of contact with lecturers, seems to be a protective factor for women and men in gender‐atypical subjects. For women in gender‐atypical fields of study, contact with peers is an additional protective factor against drop‐out. The most important mechanism to explain higher education drop‐out is women's more negative self‐assessment of their suitability for male‐dominated subjects. 相似文献
6.
Helen Constantinides Kirk St. Amant Connie Kampf 《Technical Communication Quarterly》2001,10(1):31-58
Professional technical communication often takes place within a larger organizational structure, a structure defined and constrained by both external (national or disciplinary) and internal (organizational) cultures. Thus, theories that help technical communicators analyze and understand organizations can be of especial importance. This bibliography overviews theories of organization from the viewpoint of culture, using five themes of organizational research as a framework. Based on this framework, each section introduces specific theories of international, intercultural, or organizational communication, building upon them through a series of related articles, and showing how they can be applied in the field of technical communication. 相似文献
7.
Gender gaps in educational expectations and postsecondary enrollment are well studied, but few scholars have investigated the extent to which students realize or fail to realize their expectations. Even fewer have examined how the likelihood of realizing one’s expectations may differ for men and women. Using 35 years of data, this study examines the role race, social class, and significant others’ influences have played in realizing educational expectations and how these relationships have differed for men and women. It also investigates how group gender differences in these characteristics have contributed to the gap between the proportion of men and proportion of women who have realized their educational expectations via college enrollment. Results show trends in realized expectations by gender over time. Group gender differences explain little of past gaps but returns on students’ characteristics differ by gender, which has been a key explanatory factor for differences between men and women in realizing their expectations. Implications of these findings relative to policy and program initiatives are discussed. 相似文献
8.
Tracey Bowen 《高等教育研究与发展》2020,39(3):411-424
ABSTRACTWork-integrated learning (WIL) affords students opportunities to apply skills and knowledge to practical work placements. Students potentially learn professional behaviours appropriate to their chosen industry sector. However, students may also face challenges they may not be prepared to navigate. One of these is gender bias due to assumptions about women and work, particularly within STEM sectors. This article presents findings from a pilot study that explores WIL students’ perspectives on gender bias related to experiences at their internship placements or other jobs. The findings suggest that the potential lack of gender neutrality within organizations such as WIL placements, is nuanced through an underlying bias around thinking about gender, women and work, and demonstrated through institutional structures such as branded recruitment campaigns or the individual micro aggressions of co-workers and supervisors. Further research needs to focus on the impact of gender bias on students’ sense of value within different organizations, and the strategies they employ to navigate bias. In the short-term, all students need tools to help them understand how gender is constructed within organizational processes and how to develop strategies to help them confront gender bias within the organizations in which they work. 相似文献
9.
Sheena McGrellis 《Gender and education》2005,17(5):515-529
This paper examines young people’s narratives of space and territory and the ways in which they are gender specific. Drawing upon data from two ESRC funded research projects beginning in 1996, the paper focuses upon the ways in which boundaries are perceived, constructed and managed in the everyday lives of young women and men growing up in one area of Northern Ireland. The paper considers how the territorial boundaries that young people adhere to create ‘pure’ and ‘bitter’ spaces which serve to reinforce their own sense of cultural and ethnic differences. It also looks at the experiences of those who travel beyond these boundaries, the impact of gender and the implications that traversing boundaries has on young people’s lives. Finally, the paper suggests that young women appear more willing and able to cross boundaries by seizing opportunities presented by cosmopolitanism and changing patterns of leisure. In so doing, young women challenge the legacy of ‘bitterness’ inherent in pure spaces. 相似文献
10.
This article investigates some issues related to gender and education based on a qualitative, empirical study of women in higher education in the Toliara region of Madagascar. The focus is on how women’s participation in higher education has created changes in gender relations, and how these women have succeeded in achieving higher education. In spite of the interviewed women’s more influential social position and individual freedom, we found that the traditional gender expectations and economic expectations from the extended family are still present. Indeed, it appears that with rising social position and individual freedom, the pressure and demands from their extended families increase. 相似文献
11.
12.
Dan Alexander Seni 《Science & Education》2012,21(10):1485-1506
Our purpose in this paper is to try to make a significant contribution to the analysis of cognitive capabilities of the organization of active social systems such as the business enterprise by re-examining the concepts of organizational intelligence, organizational memory and organizational learning in light of the findings of modern neuroscience. In fact, in this paper we propose that neuroscience shows that sociocognitivity is for real. In other words, cognition, in the broad sense, is not exclusive to living organisms: Certain kinds of social organizations (e.g. the enterprise) possess elementary cognitive capabilities by virtue of their structure and their functions. The classical theory of organizational cognition is the theory of Artificial Intelligence. We submit that this approach has proven to be false and barren, and that a materialist emergentist neuroscientific approach, in the tradition of Mario Bunge (2003, 2006), leads to a far more fruitful viewpoint, both for theory development and for eventual factual verification. Our proposals for sociocognitivity are based on findings in three areas of modern neuroscience and biopsychology: (1) The theory of intelligence and of intelligent systems; (2) The neurological theory of memory as distributed, hierarchical neuronal systems; (3) The theory of cognitive action in general and of learning in particular. We submit that findings in every one of these areas are applicable to the social organization. 相似文献
13.
Anna Alexiou 《Studies in Continuing Education》2013,35(1):17-31
In this article, I will argue that learning organizations that claim certain emancipatory promises in principle continue to ignore issues of gender, which, in practice are a distinctive and defining feature of our workplace contexts. Applying a feminist–Foucauldian interpretive framework, I intend to demonstrate and analyse the material workings of power, and how power relations work to produce both people and actions in organizations, which contributes to reproducing a patriarchal system, through a recounting of my own experiences as a Learning and Development manager implementing a change program at Xtrading Worldwide. In particular, by means of an auto-ethnographic account, I intend to illuminate the manner in which this patriarchal system not only contradicts the philosophy of the learning organization, highlighting its embeddedness within contemporary capitalist and managerialist discourse, but also how it works to produce both subordinated women and behaviours, which continues to exclude them from occupying levels of seniority in organizations. 相似文献
14.
Dr. Timm C. Feld 《Zeitschrift für Erziehungswissenschaft》2010,13(1):83-98
This contribution investigates the developmental side of organizational learning. It starts out from the hypothesis that those conditions of successful learning and development competency, which can be externally influenced, are indeed independent of specific organizations and can be identified empirically. On the basis of the current results of an empirical investigation in the area of adult education, we will present a detailed profile of the requirements of a learning further education organization consisting of the dimensions organizational leadership, strategy, structure and culture, core competencies and treatment of knowledge and organizational environment. This profile was generated through a three-stepped research process combining theoretical, empirical and developmental approaches. 相似文献
15.
《International Journal of Educational Development》2006,26(2):166-176
This article is about mainstreaming gender equality in adult basic learning and education (ABLE). Gender equality is defined as equal rights of both women and men to influence, participate in and benefit from a programme. It is argued that specific gender analyses of emerging patterns of gender relations is helpful in formulating gender equality objectives and strategies of ABLE programmes. Both female and male roles and motivations are important to understand. The consequences of poverty and unemployment for men, as well as women, need to be addressed in gender sensitive ABLE strategies so that, at the same time as women are empowered, men get a chance to regain a meaningful role in society without regressing to old partiarchal attitudes. 相似文献
16.
KEN KYLE 《International Journal of Lifelong Education》2013,32(5):443-444
This paper defines organizational social consciousness, addresses stakeholder vs. stockholder needs, presents definitions of organizational social responsibility and defines socially conscious HRD. The paper concludes with a continuum for socially conscious HRD that incorporates: serving an educative and supportive role to help organizations uphold implied contracts and expectations of the organization, promoting ethical management and leadership, advocating for stakeholders, broadening definitions and measures of organization performance, challenging and revising socially ‘unconscious’ policies and practices, analysing and negotiating power relations, and promoting the use of organization resources to create social benefit and improve social welfare. 相似文献
17.
This article, drawing upon the Paired Peers project, a longitudinal qualitative study (n = 90), examines how seven UK engineering graduates, four women and three men, construct their career identities during the transitionary period from university to work. It explores how gender and the occupational cultures that reside within the sector, and the wider sociocultural context, affect women’s careers identities, choices and trajectories. The longitudinal design, characteristics of the cohort and the theoretical framework of possible selves contribute to the originality of this empirical research. In this paper, we show how female graduates gradually adapted their occupational aspirations and career identities to fit with socio-cultural expectations and how they struggled to construct viable ‘engineering’ selves in the vital career identity development phase of their first years of employment when most female STEM graduates change careers. 相似文献
18.
Faculty women in the American university: Up the down staircase 总被引：1，自引：0，他引：1
Bonnie Cook Freeman 《Higher Education》1977,6(2):165-188
This paper compares the status of academic women in the United States, particularly at the most prestigious institutions of higher education, to that of faculty men. Inequalities in rank, prestige, rewards, work environment, and social expectations are discovered. The paper next traces the organization of women within academia professional organizations in the late sixties and ties these developments to the larger women's movement nationally. Finally, the impact of these organizations on government policy and on university personnel practices is assessed. The future status of academic women in a country with a declining birthrate, a sluggish economy, and diminishing financial support for higher education is considered. 相似文献
19.
Research shows that a lower proportion of women than men are in graduate level jobs, six months after leaving seven top UK universities. This paper presents new empirical evidence from a unique dataset on the significantly different attitudes and behaviours between Oxford men and women undergraduates that might explain why women are less likely to have secured a graduate level job than men. Lower self-assurance, firmer beliefs in gender stereotypes, strong prestige and gender-characterisation of occupations, and favouring sectors with informal and low-status entry, all contribute to a lower proportion of women securing graduate level jobs. Despite many advances in recent years narrowing the gap between men and women, there remain policy implications for curriculum delivery and co-curricular courses to increase women’s self-assurance and assertiveness, and thereby enable them to aspire to and then secure a wider range of higher prestige occupations. 相似文献
20.
Aileene Lockhart 《Quest (Human Kinetics)》2013,65(1):9-14
If only 49.9% of the women's Division I college athletic teams are coached by women (Acosta &; Carpenter, 1985a), then based on extrapolation it seems that women hold about 25% of all Division I coaching positions. Although a few researchers have investigated the reasons for this skewed gender ratio, they have used the individual model that assumes the worker shapes the workplace. In contrast, this author attempts to explain male domination of the profession using an organizational model based on the assumption that the structure of the workplace shapes the worker. This model is the basis for Kanter's (1977) theory in which she identifies three structural determinants of the workplace that shape gender differentiated work behavior. This author explores the shape of these determinants—opportunity, power, and proportion in the coaching profession—to determine how they may affect the number of females who enter and leave the coaching profession. The discussion of each determinant is accompanied by suggestions for restructuring the workplace to make the climate more favorable for women coaches. 相似文献