‘Not one of the family’: Gender and precarious work in the neoliberal university

Gender inequality within the university is well documented but proposals to tackle it tend to focus on the higher ranks, ignoring how it manifests within precarious work. Based on data collected as part of a broader participatory action research project on casual academic labour in Irish higher education, the article focuses on the intersection of precarious work and gender in academia. We argue that precarious female academics are non‐citizens of the academy, a status that is reproduced through exploitative gendered practices and evident in formal/legal recognition (staff status, rights and entitlements, pay and valuing of work) as well as in informal dimensions (social and decision‐making power). We, therefore, conclude that any attempts to challenge gender inequality in academia must look downward, not upward, to the ranks of the precarious academics.     

Precarious lives,precarious labour: family support and young men's transitions to work in the UK

This research is about young people, family support and transitions into the workforce. We provide the results of a comparative, qualitative study with young men in two southern English towns. We argue that relationships of support in families are vital to young people's ability to ‘navigate’ precarious labour market opportunities. As Youth Studies has become increasingly preoccupied with individualism, we are compelled to draw attention to the collective support that is necessary to ‘launch’ the life trajectories of young people who are transitioning into an economic environment marked by insecurity and uncertainty. We conclude with recommendations for future research.     

“It's hard enough to deal with all the abuse issues”: Child welfare workers' experiences with intimate partner violence on their caseloads

Child welfare caseworkers (N = 19) were asked to discuss their experiences working with families experiencing intimate partner violence (IPV). The workers revealed that they found these cases particularly challenging, they had a difficult time collaborating with both battered women's services and law enforcement on these cases, and they lacked the training and education that they needed to understand and intervene when IPV was present. Workers talked about their fears for their own safety and discussed how their practice is impacted when they personally know a victim and/or perpetrator of IPV. The interviews also revealed a somewhat limited understanding of the impact of child exposure to IPV. Findings have important implications for the training and education of child welfare caseworkers, and highlight the important of improved cross-system collaboration when working with multi-problem families.     

Not lazy,not faking: teaching and learning experiences of university students with disabilities

This study explores the learning and teaching experiences of 105 disabled students mostly based in England, but with international voices. Students with disabilities are under-represented in universities and tend to have worse post-degree outcomes despite similar attainment rates to their peers. This presents a social justice issue. This article focuses on classroom experiences of these students. Using a survey with qualitative and quantitative elements, students were asked to give details about their experiences in taught settings, about their relationships with academic staff, and about their aspirations. Their responses have been analysed thematically and have been discussed in the context of the discourse around epistemic ignorance and social justice. The study finds that students may feel concerned about anonymity in disclosing disabilities and may be concerned about the way that others perceive them. The study finds that students perceive academic staff as often improperly trained for inclusive teaching.     

Mainstream is not for all: the educational experiences of autistic young people

Abstract

This article highlights two current issues facing autistic young people in their pursuit of suitable education. First, mainstream education is advocated for all, from a rights-based perspective on inclusion, yet, as 12 autistic young people from Northern Ireland demonstrate, being academically able does not mean they are mainstream able. Second, autistic young people, who are largely missing from the debate on educational improvement, and in particular the inclusion debate, ought to be central to this discussion and have much to add. The social model of disability is considered relevant to autism. For the young people referred to in this article, inclusion is a feeling (a sense of belonging) not a place (mainstream or otherwise).     

Four contexts of institutional oppression: Examining the experiences of Blacks in education,criminal justice and child welfare

ABSTRACT

Institutions are key sites of oppression. Institutional oppression is defined as the mistreatment of people of a particular group that is enforced by society and its institutions. It is a system of invisible barriers that emerge from institutional laws, customs and practices, thus producing inequities for particular groups across race, gender and class. Woven together, the web of institutional oppression is vast, cumulative and multi-faceted, including both overt and covert discriminatory practices and behaviors. Based in a critical review of the literature, the authors of this article introduce and describe four characteristics of institutional oppression that specifically impact the lives of Black Americans. Furthermore, we provide a case vignette that illustrates these characteristics of oppression. The article concludes with recommendations on dismantling institutional oppression and highlights the roles that social workers can play in collaboration with educators and other professionals.     

The empirical assessment of multidimensional welfare,inequality and poverty: Sample weighted multivariate generalizations of the Kolmogorov–Smirnov two sample tests for stochastic dominance

Sample weighted multidimensional extensions to existing stochastic dominance, inequality and polarization comparison techniques are introduced and employed to examine whether or not ignoring multidimensional and sample weighting aspects result in misleading inferences. The techniques are employed in the context of a sample of nations, in essence each country in the sample is represented by an agent characterized by the per capita GNP of that country, the GNP growth rate of that country and the average life expectancy in that country. In essence the inequality that is being examined is that between the representative agents in these countries, intra country inequality is not being measured. The results suggest that multidimensional techniques lead to substantially different conclusions from those drawn from the use of unidimensional measures and that sample weighting also has a profound effect on the empirical outcomes. An erratum to this article can be found at     

Family-based approach to the child welfare system: an integration of Bowen family theory concepts

The purpose of this article is to apply Bowen family systems theory to work with families involved in the child welfare system. An overview of family systems theory is provided, and then specific tenets of Bowen family systems theory are presented. The authors highlight incidents within the child welfare setting that can be conceptualized through Bowen family therapy terms and concepts. A case study is used to highlight how this theory could be applied in practice. Furthermore, recommendations for child welfare practice and policy implications are discussed, utilizing the lens of a Bowenian family systems approach.     

Configurations of gender inequality: the consequences of ideology and public policy1

This paper gathers a wide range of indicators into distinctive profiles to show how configurations of gender economic inequality are shaped by both welfare state strategies and gender role ideologies. When multiple aspects of gender inequality are assembled together, it becomes evident that all societies exhibit both gender‐egalitarian and inegalitarian features. These tradeoffs can best be understood through the ideological and institutional contexts in which they are embedded. Empirical illustrations are provided for fourteen advanced societies by analysing the major expressions of gender inequality; from women's economic wellbeing and financial autonomy, through labour force participation and continuity of employment, to occupational attainments and economic rewards. The analysis confirms the existence of distinctive profiles of gender inequality and their affinity to normative conceptions of the gender order and ideal types of welfare state institutions.     

Sharing the Baton,Not Passing It: Collaboration between Public and Private Child Welfare Agencies to Reunify Families

ABSTRACT

Increasingly, public sector child welfare agencies are contracting with private agencies for the provision of specialized services to clients while maintaining oversight and case management responsibilities. At the same time, funders, both private and public, are demanding that service providers partner and collaborate with one another. In this article, we present results from a study of a unique partnership between two state child welfare agencies and a private child welfare agency aimed at reunifying families whose children have been removed and placed in foster care. Data was obtained from 41 key informants using a questionnaire and a structured interview. Findings support earlier studies of collaboration, and indicate the strengths of this partnership and factors that facilitated and hindered it. The results have implications for agencies that both contract for and provide a range of child welfare services as well as other interagency relationships.     

‘If you put pressure on yourself to produce then that's your responsibility’: Mothers’ experiences of maternity leave and flexible work in the neoliberal university

Women remain underrepresented in senior positions within universities and report barriers to career progression. Drawing on the concepts of Foucault and Bourdieu, with an emphasis on technologies of the self, this article aims to understand mothers’ academic career experiences. Interviews were conducted with 35 non‐STEMM (science, technology, engineering, mathematics and medicine) academics in Scotland and Australia, to reveal the gender dimensions of parents’ academic careers, in neoliberal university contexts. The data suggest that there are tensions between organizational policies, such as maternity leave and flexible work, and the contemporary demands of academic labour. New managerial discourses which individualize and make use of moral systems are particularly effectual in driving women to take up marketized research activity and compromise leave entitlements.     

The transition from college to work during the great recession: employment,financial, and identity challenges

This study examines the challenges that recent college graduates face in a hard-hit US region during the Great Recession. In their poignant and sometimes heartbreaking perceptions of their ‘biggest challenges,’ graduates vividly illustrate the negative implications of degree completion during the recession. Based on an analysis of both closed and open-ended survey data of Michigan's 2012 graduates, we find that women and first generation college graduates fare the worst in terms of their employment status, debt and income levels, and subjective assessments of job opportunities and financial stress. In contrast, men, especially those whose parents have at least a bachelor's degree, were more likely than their counterparts to report that their ‘biggest challenge’ since graduation was linked with making the transition into adult roles. Taken together, these findings suggest widespread difficulty after graduating from college during the Great Recession, and the ways in which these difficulties are linked with gender and class inequalities.     

How child welfare workers view their work with racial and ethnic minority families: The United States in contrast to England and Norway

This study builds on in-depth, semi-structured interviews with 93 child welfare workers employed in public child welfare agencies in the United States, Norway and England, and examines their perceptions of working with racial and ethnic minority families in contrast to White service users. Almost all workers reported on differences. In the United States, workers regarded cultural pluralism as a given and considered it an inherent feature of their work, regardless of the racial and/or ethnic background of the family. Further, they identified poverty, racism, and lack of feelings of entitlement as dimensions to practicing with minority families. A few mentioned language as an issue. The views of workers in the U.S. stand in stark contrast to the perceptions of workers in both England and Norway. They thought that communication challenges constituted a major problem, and that minority clients' lack of language proficiency and knowledge about society and social systems made it difficult for workers to understand families' meaning and intent (Kri? & Skivenes, 2009; 2010b). We discuss how caseworkers' perceptions may influence their decisions and affect minority disproportionality in the child protection system and analyze what factors may account for the cross-country differences we found. We also relate our findings to the broader question of citizenship and social rights in American society.     

Exploring the experiences and dynamics of an unconditional cash transfer for low-income mothers: A mixed-methods study

ABSTRACT

Little is understood about how an unconditional cash transfer might operate and affect behavior among low-income parents of infants in the United States. We investigate these questions using data from a random-assignment pilot study (N?=?30) in which unconditional cash transfers were distributed monthly on debit cards to two groups of low-income parents in New York City during the first 12 months of their newborns’ lives. Mothers were randomized to receive either $100 per month or $20 per month. Mothers distinguished spending the cash transfer on essentials vs. extras, such as going out to dinner with family. The monthly cash transfer “tided them over,” even at the lower amount of $20, especially when income from other sources ran short at the end of the month. Some mothers reported saving money for unexpected expenses.     

Social and academic profile of the university student of social work a comparative study in Spain,Argentina, and Venezuela

ABSTRACT

The article presents the results of an empirical investigation that aimed to analyze comparative socio-demographic characteristics, motivational aspects and professional role of students who attend universities. The contexts of research were University of Mar de Plata (Argentina), University of Murcia (Spain) and University of Zulia (Venezuela). The universe of research was 304 students, with the participation of a total of 253 (TR 83,2%), 109 from University of Murcia—Spain—100 from University of Mar del Plata—Argentina and 44 from University of Zulia—Venezuela. Two hundred and forty-four measuring instruments were checked favorably. The results of the research allowed to highlight significant coincidences in most of the variables studied. In the analysis of self-perceived personality styles, there is high coincidence both in style (attributed qualification) and score (assigned quantification). At the three universities, the docent–student relationship is a positive variable that affects the favorable self-perception beyond academic success. Design and implementation of programs based on the described characteristics are recommended.     

Transitions to part-time work at older ages: the case of people with disabilities in Europe

This paper analyses the labour-force transitions of older workers with disabilities in general, particularly workers’ transitions to and from part-time employment within a European context. Using the two first waves (2004 and 2007) of the Survey of Health, Ageing and Retirement in Europe, we compare transitions between employment statuses for disabled and non-disabled individuals, even after controlling for different disability trajectories. In addition, we employ a multivariate framework to examine the determinants for remaining in part-time work in 2007 for those individuals who were part-timers in 2004. The results show that older people with long-term disabilities have a higher probability of staying in a part-time job than their compared counterparts. Policy-makers must promote part-time employment as a means of increasing employment opportunities for older workers with disabilities and support gradual retirement opportunities with flexible and reduced working hours.     

Beyond cognitive deficit: the everyday lived experience of dyslexic students at university

This study explores the lived experiences of three dyslexic university students as they negotiate a number of different learning spaces within their higher education institution. The students completed reflective diaries for a period of three weeks and were subsequently interviewed about the experiences they recorded. The transcribed data from the diaries and interviews were analysed using interpretative phenomenological analysis. The following four themes were constructed following analysis: getting things out of my head; holding back – performance as risk; ever-present inner voices – effort of constant self-monitoring; and not belonging in academic spaces – metaphors of misfit. This study argues that attention to the everyday experiences of students with the dyslexia label is as important as knowledge of cognitive differences in the drive to create a more equitable learning environment in higher education.     

Swedish welfare responses to ethnicity: the case of children and their families

This article focuses on issues of racism and ethnic discrimination in the operation of the Swedish child welfare system and the broader societal context. It draws primarily upon a qualitative study which explored discourses about ethnicity, gender and age within the Swedish child welfare system but also uses some data from several recent transnational European studies. It suggests that the Swedish welfare system may be far less benign in challenging racism and ethnic discrimination than it is when assessed along more ‘mainstream’ comparative measures associated with poverty alleviation or issues of work in the labour market and home. The article notes that very similar findings occur when gendered violence to women and children is placed in focus rather than ethnicity. Finally some tentative possible explanations for these welfare patterns are suggested as the basis for future research and elaboration.     

On the educational edges of a learning society: the Finnish hinterland as a framework of educational choices for young people

In this article, we examine the school-going and educational choices of youth living in sparsely populated regions of Finland that are located far away from educational institutions. We ask the following question: What kind of concrete impact does the geographic narrowing of educational possibilities have on the lives of youth in remote villages? Thirty-five interviewees (15 boys and 20 girls) between the ages of 14 and 18 were selected for this analysis. According to the results, gender and families’ symbolic resources are still strong predictors of youth’s educational choices; however, in the Finnish hinterland, families’ economic resources become a significant reflection of young people’s realistic educational possibilities. The youth in our analysis can be seen as ‘others’ of the contemporary educational and regional policies – that is, members of a learning society who are living in an educational vacuum and are forced to create their educational paths by making numerous compromises and forgetting many of their personal dreams. Their situation is not unique, as Finland’s wide-ranging neoliberal centralisation policies tend to create educational vacuums in certain regions on the edges of society.