Labor market transitions of immigrants with emphasis on marginalization and self-employment

In developed countries, immigrants are more likely to be nonemployed and self-employed compared to natives. Based on register data of male immigrants in Denmark, we performed a detailed investigation of the immigrant–native difference in transition patterns across labor market states. We find that a high proportion of immigrants from non-Western countries tend to be marginalized relative to natives, and they tend to use self-employment to escape marginalization.

Experiences of the maternal role and support in mothers with cognitive limitations who have children in placement

In Sweden, when needed, children of mothers with cognitive limitations are placed in foster homes. There is a lack of knowledge about the mothers with cognitive limitations, their experiences of their maternal role, whether they get the support needed to maintain the relationship with their children, and whether the support system is adapted to mothers with cognitive limitations. The aim was to describe the experiences of the maternal role and support given in mothers with cognitive limitations who have children in placement. An explorative and qualitative design was used. Eleven respondents were interviewed with support from a study‐specific guide. A model representing the respondents' experiences revealed one theme “Struggling, dependent and frustrated mothers,” and three categories: I am a mother, I am dependent on an incomprehensible system, and I reluctantly accept my situation. Mothers with children in placement experience a threat to their identity and experience a need to alter their maternal role. They need adapted support to understand the decisions made and facilitate the cooperation with child protection services and the foster home. Offering service adapted to their cognitive limitations could be helpful for the struggling, dependent, and frustrated mothers.     

The perceived legitimacy of a basic income among Finnish food aid recipients

Discussions on the pros and cons of a basic income (BI) have remained mainly at the ‘systemic level’. Based on survey and interview data, this study provides a ‘bottom‐up’ perspective on the legitimacy of the idea of a basic income among people queuing in breadlines in Helsinki in late 2016, who are assumed to be affected positively by this benefit. While general support for the idea is high, not everyone supports an unconditional BI. Despite the likely ‘objective interest’, a BI does not seem to be supported by food aid recipients any more than by the general population as measured by a previous study. Besides interests, normative beliefs and perceptions of deservingness seem of importance for legitimacy too, especially among those not supporting a BI. Doubts regarding a BI are to some extent connected to wishes to limit the social citizenship of some of the persons in the breadlines.     

Bypassing Publicity for Getting Things Done: Between Informal and Formal Planning Practices in Finland

This article contributes to the discussion concerning the ways in which network governance and classical-modernist government practices juxtapose and redefine the idea of publicity in planning practices. Through Finnish urban planning cases we ask what kind of publicity is being promoted. We argue that new modes of governing build and employ institutional ambiguity for ‘getting things done’. This provides possibilities to ‘skim the cream’ of the best possible ways of resolving present planning issues. The crucial question is whether the possible positive outcomes give a mandate to the process, even if the process operates in a democratic void.     

Joint modeling of hierarchically clustered and overdispersed non‐gaussian continuous outcomes for comet assay data

Multivariate longitudinal or clustered data are commonly encountered in clinical trials and toxicological studies. Typically, there is no single standard endpoint to assess the toxicity or efficacy of the compound of interest, but co‐primary endpoints are available to assess the toxic effects or the working of the compound. Modeling the responses jointly is thus appealing to draw overall inferences using all responses and to capture the association among the responses. Non‐Gaussian outcomes are often modeled univariately using exponential family models. To accommodate both the overdispersion and hierarchical structure in the data, Molenberghs et al. A family of generalized linear models for repeated measures with normal and conjugate random effects. Statistical Science 2010; 25:325–347 proposed using two separate sets of random effects. This papers considers a model for multivariate data with hierarchically clustered and overdispersed non‐Gaussian data. Gamma random effect for the over‐dispersion and normal random effects for the clustering in the data are being used. The two outcomes are jointly analyzed by assuming that the normal random effects for both endpoints are correlated. The association structure between the response is analytically derived. The fit of the joint model to data from a so‐called comet assay are compared with the univariate analysis of the two outcomes. Copyright © 2012 John Wiley & Sons, Ltd.     

Doing Authenticity: The Gendered Construction of Authentic Leadership

Authenticity has been a focus of much leadership research in recent years. Despite this interest, there has been a dearth of studies that explore the role of gender in the social construction of authenticity. To date, authentic leadership theories have tended to be either gender neutral or, where gender has been considered, it is argued that women as ‘outsiders’ are less likely to be accepted by their followers as authentic leaders. In this study we examine the media representations of the CEOs — one male, one female — of two major Australian retail banks during the global financial crisis. Our approach enables us to show that authenticity is something leaders ‘do’ rather than something they ‘have’ or ‘are’, and that being constructed as authentic depends on the leader performing authenticity in line with gender norms deemed appropriate for the socially constructed context in which they are expected to lead.     

Symbolic Interactionism and I

This is a story of my involvement with symbolic interactionism and its influence on my thinking. The process included the following phases or stages: (1) an early foundation from Florian Znaniecki, David Hume, and Adam Smith; (2) participation in “the second Chicago school,” especially with Blumer, Hughes, and colleagues; (3) contact with an expanded circle of symbolic interactionists, working on various theories and concepts in many contexts, often united by the Society for the Study of Symbolic Interaction; (4) attempts at understanding and conceptualizing the interweave of my own work in several areas with my personal experiences; (5) use and development of four basic concepts: social roles, sentiments, identities, and self‐concept.     

Students with disabilities participating in mainstream schools: policies that promote and limit teacher and therapist cooperation

This paper examines participatory arrangements for students with physical disabilities in mainstream education, cooperation between teachers and therapists to ensure that these arrangements are efficient and the organizational prerequisites for such cooperation. The study comprises data obtained from 14 'groups', with each group consisting of a student with physical disabilities aged 9-19 years, their main teacher and the relevant therapists from the local habilitation centre. Data were collected through semi-structured interviews, field observations and a review of relevant documents, including legislation. The results reveal a lack of cooperation between teacher and therapist which results in students with disabilities receiving suboptimal participatory arrangements in school. Differences in the perspectives of the teachers and therapists and in the way they act and perceive their responsibilities were anchored in institutional and societal documents and the distribution of resources. The implications for students with disabilities are discussed.