Police training course for agents--entry into the profession and also into the distinction between men and women

An exploratory study was conducted about the initial training of the Public Security Police with the aim to understand the role of this initial training in the distinction between the work of men and women in the police force. This study is part of a broader study about the entry of women into typically male professions. After documental analysis and interviews to students, trainers and school board members, it was concluded that women face greater difficulties in the access to the profession. Moreover, female qualities like the capacity to dialogue are devalued. Nevertheless, women represent an important work tool for the police force. The stigma of physical strength was also encountered and identified in the previous study conducted with elements of the police force. This fact leads us to believe that these stereotypes usually associated with women are defended by elements of the institution.     

Thinking about gender, thinking about a common space of observation and discussion of the work activity of the other: the case of bus drivers

The work activity of urban bus drivers is held in the public space and characterized by a constant vigilance, but the moments of observation the colleagues' work are scarce. This fact results in a paradox--it is a work activity that is more visible to "outsiders" than to "insiders"--which has an important impact on the debate of the work activity from a perspective of gender and the women's work in a predominantly male context. Ergonomic analysis of work and semi-structured interviews were conducted with 32 urban public transport drivers, 16 women and 16 men. The results reveal the lack of conditions for the drivers' knowledge of the activity of another, especially when that other is a woman--while men attribute characteristics to women based on gender stereotypes and an extension of their role in the private sphere, women relate them with the need to prove their competence and be recognized. It is proposed the development, in the context of training, of a space for debate and knowledge of the activity of the other and for the creation of conditions for another integration of women in the profession and for another visibility of their work.     

The organization of diversity in a boxing club: Governmentality and entangled rationalities

This study answers a recent call for research on the complexity, locality, and use of power in the governing of diversity in organizations. We used the concepts of governmentally and of governing sameness and difference to explore multiple and heterogeneous ways of regulating gender diversity in organizations. Governmentally was defined as interrelated ways of reasoning and of using technologies of power within a boxing organization. We found that in their management of the full participation of women, participants used both sport and gender rationalities, each of which relied on different technologies of power in specific settings. Ambiguous meanings were strategically used to manage the participation of women in boxing and to maintain heroic masculine practices.     

Immigrant students and their teachers – exploring various constellations of acculturation orientations and their impact on school adjustment

ABSTRACT

The present study examined what impact various constellations of acculturation orientations of immigrant students and their teachers have on the students’ school adjustment. For this purpose, the study analysed the acculturation orientations of 1106 5th graders and their class teachers in Switzerland. Using multiple regression analysis, we found that immigrant students were more satisfied at school if their teachers had similar attitudes about cultural assimilation and cultural diversity and could, thus, be said to have congruent acculturation orientations. With respect to students’ academic self-concept, immigrant students with a minority orientation whose teachers value cultural diversity including the heritage culture of their students showed a lower academic self-concept despite matching acculturation orientations. We interpret this result as a dilemma of teachers between the endeavour to develop culturally sensitive attitudes and behaviours and the risk to create stereotype threat and its negative effects through addressing cultural differences. Furthermore, a mismatch between the students’ (bi-)national identification at school and the teacher’s perception of the student as an immigrant or a native-born student could be shown to have adverse effects on the academic self-concept in the group of students with older teachers (50+ years).     

Utilization of Infertility Treatments: The Effects of Insurance Mandates

Over the last several decades, both delay of childbearing and fertility problems have become increasingly common among women in developed countries. At the same time, technological changes have made many more options available to individuals experiencing fertility problems. However, these technologies are expensive, and only 25% of health insurance plans in the United States cover infertility treatment. As a result of these high costs, legislation has been passed in 15 states that mandates insurance coverage of infertility treatment in private insurance plans. In this article, we examine whether mandated insurance coverage for infertility treatment affects utilization. We allow utilization effects to differ by age and education, since previous research suggests that older, more-educated women should be more likely to be directly affected by the mandates than younger women and less-educated women, both because they are at higher risk of fertility problems and because they are more likely to have private health insurance, which is subject to the mandate. We find robust evidence that the mandates do have a significant effect on utilization for older, more-educated women that is larger than the effects found for other groups. These effects are largest for the use of ovulation-inducing drugs and artificial insemination.     

Educational and Employment Survey of University Faculty Wives: A Case Study

Abstract

Nations engaged in a dispute may escalate their use of coercion in order to raise the costs of the fight to the other side and gain concessions. As a fight continues, escalation is made more probable by changes in the motivation and the expectations of the participants. The goals of each participant may expand and winning the dispute may become more important than it was initially. Each may come to expect the other to increase its coercion beyond previous boundaries and no longer see the prospect of a negotiated settlement. In addition, normative and other inhibitions on the use of force tend to decrease once the use of coercion has begun. The ways in which a conventional war might escalate to a nuclear war are discussed. The conditions under which deescalation of coercion will occur are outlined.     

The Lived Experience of Work and Career: Women Whose Parents Lack Postsecondary Education

There is a dearth of research exploring the career and work development of adults and the influence of family of origin on that development. In this qualitative study, the authors used a phenomenological approach to examine the career and work experiences of women whose parents have no education beyond high school and the influences of family on these experiences. Findings revealed 5 invariant themes, or constituents, that shaped the experiences of these women: being a daughter/woman, support and encouragement, what matters, why I chose, and limits and options. Perseverance was found to be a related underlying component, or essence. Authors present implications for counselors working with adult women whose parents lack postsecondary education.     

I know there is no justice: Palestinian perceptions of higher education in Jordan

This qualitative study utilizes critical ethnography methods to illustrate Palestinian refugee perceptions of higher education in Jordan. Participants addressed their assimilation to the Jordanian national identity as a means of obtaining education. Content and access to education were more important than assimilation, maintenance of ethnic identity, and a homogeneous national identity. The more immediate need for academic access and social or professional capital thwarted their desire to infuse their ethnic identity in academia.     

Attention to Speech-Accompanying Gestures: Eye Movements and Information Uptake

There is growing evidence that addressees in interaction integrate the semantic information conveyed by speakers’ gestures. Little is known, however, about whether and how addressees’ attention to gestures and the integration of gestural information can be modulated. This study examines the influence of a social factor (speakers’ gaze to their own gestures), and two physical factors (the gesture’s location in gesture space and gestural holds) on addressees’ overt visual attention to gestures (direct fixations of gestures) and their uptake of gestural information. It also examines the relationship between gaze and uptake. The results indicate that addressees’ overt visual attention to gestures is affected both by speakers’ gaze and holds but for different reasons, whereas location in space plays no role. Addressees’ uptake of gesture information is only influenced by speakers’ gaze. There is little evidence of a direct relationship between addressees’ direct fixations of gestures and their uptake.     

Peer Contacts of 15-Month-olds in Childcare: Links With Child Temperament, Parent–Child Interaction and Quality of Childcare

Seventy 15‐month‐old children were observed during 90 minutes of free play with their peers in childcare centers. The study aimed to describe individual differences in the children's contacts with peers and to explain the individual differences in relation to: (1) child temperament, (2) the quality of parental behavior toward the child and (3) the quality of the professional childcare environment. Three distinct peer contact factors emerged from our analyses; one reflects children's involvement in peer contacts initiated by peers and two reflect the positive and negative contacts initiated by the target children themselves. Children in groups with more children per caregiver were found to be involved in more contacts initiated by peers. Children with a relatively difficult temperament were less involved in contacts initiated by peers although only in cases of lower quality childcare, as assessed using the infant/toddler environment rating scale. Boys initiated significantly more negative contacts with peers than girls. In addition, more peer‐directed negative initiatives were observed in lower quality childcare.