This paper examines issues of support for women with Information Technology (IT) careers. Data was collected from interviews with 38 women, which lasted about 90 minutes. Questions were open-ended regarding aspects of their careers and career paths. The women represented a wide variety of experience and nine different industry sectors and at varying organizational levels. Research on the lack of women in STEM disciplines focuses mainly on undergraduate education and attracting women to STEM disciplines, focusing on "filling the pipeline." This paper examines what it takes to have a successful, satisfying career, highlighting areas of support for women that may influence their success in IT careers.
members of the committee responsible for the report were chosen for their special competences and with regard for appropriate balance. This project was supported by the National Science Foundation under award DRL 1048010. Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the authors and do not necessarily reflect the views of the organizations or agencies that provided
The present article aims to study employment inequalities from a double dynamic perspective. It deals with the study of turning points in career paths in order to understand, first, the process of exclusion from the labor market, second, the increase in long-term unemployment over time. I mobilize the approach of economics of convention, which accounts for the processes of selection by focusing on moments of quality valuations in "tests" (valorizations and devalorizations). I use qualitative data from 60 biographical interviews with French unemployed people to build a typology of conventional labor worlds based on mixed methods: quantitative lexical analysis with the software ALCESTE and qualitative analysis of the interviews. The empirical analysis reveals the existence of plural logics of coordination and valuation of work's quality, which can be connected to the different segments of the labor market brought out by the labor market segmentation theory. The processes of exclusion differ from one segment to another and are the result of specific tests and of interactions with specific intermediaries. The "critical transitions" often stem from a tension between different registers of valuation. However, some experiences go beyond these discontinuities. Some changes in recruitment conventions, that become dominant, are at the origin of a "denial of evaluation" and of the development of an "unemployment of exclusion."
Higher education is coming under increasing scrutiny, both publically and within academia, with respect to its ability to appropriately prepare students for the careers that will make them competitive in the 21st-century workplace. At the same time, there is a growing awareness that many global issues will require creative and critical thinking deeply rooted in the technical STEM (science, technology, engineering, and mathematics) disciplines.
Transforming Institutions brings together chapters from the scholars and leaders who were part of the 2011 and 2014 conferences. It provides an overview of the context and challenges in STEM higher education, contributed chapters describing programs and research in this area, and a reflection and summary of the lessons from the many authors' viewpoints, leading to suggested next steps in the path toward transformation.
Introduction: communicating for social impact in international landscapes / Mohan J. Dutta & Lynn M. Harter -- Leading communication associations for social impact / Patrice Buzzanell ... [et al.] -- Trickster narrates the balance of health / Arthur W. Frank -- The poetic is political--and other notes on engaged scholarship / Lynn M. Harter ... [et al.] -- 21st century stem careers : communication perspectives and research opportunities / Linda L. Putnam ... [et al.] -- "Exploring the basement of social justice issues" : a graduate upon graduation / Erika L. Kirby ... [et al.] -- Aesthetic projects engaging inequities : documentary film for social change / Courtney E. Cole, Margaret Quinlan, & Casey Hayward -- Narratives of corporate change : public participation through environmental health activism, stakeholder dialogue, and regulation / Heather Zoller -- Researching postviolent conflict : the emotional challenges faced by researchers concerned with social change and community building / Rudi Sukandar, Endah Agustiana, & Claudia L. Hale -- Communicating for impact on ethnic conflicts around the world / Rosita Daskal Albert -- Sustainability of ICT interventions : lessons from rural projects in China and India / Arul Chib & Jinqiu Zhao -- Building the case for change : reflections on knowledge practices of media reform and media justice movements in the United States / Seeta Peña Gangadharan -- When counting counts : marrying advocacy and academics in the media ownership, research wars at the FCC / Mark Cooper -- Communicating about homelessness : using experiential learning to change attitudes and perceptions / Gina G. Barker, Terri Lynn Cornwell, & Sarah G. Neff
"Scientists deserve public recognition. The ways that they are depicted, however, are severely limited in physical and personal traits, helping to establish and enhance stereotypes under the general title of 'scientist'. These stereotypes range from the arrogant researcher who wants to rule the world, to the lab coat wearing 'nerdy' genius, but all generally fall to an extreme view of an existing perception of what a scientist should look and be like. For example, the popular image of 'a scientist' overlooks the presence of women almost entirely unless attributed to specific subjects and/or with narrow character depictions. The implications can be far-reaching. Young people, being heavily swayed by what they see and hear in the media, may avoid scientific careers because of these limited or unflattering portrayals of the scientific community, regardless of whether they reflect real life. Based on findings from the Light'13 project, this book examines such stereotypes and questions whether it is possible to adjust people's perception of scientists and to increase interest in science and scientific careers through a series of specific actions and events."
Militantism is generally only thought of as a subset of the study of partisanship & unions, contexts where political participation is understood as something conventional. In the 1990s, however, there has been more focus on militant approaches, & articles in current issue of the Revue Francaise de Science Politique all center on the issue of social agency. Militant organizations are less an object of study in these papers & more a place for observing a collection of individual actions, with the organization seen merely as the result of a punctual equilibrium resulting from the coexistence of individuals whose presence there stems from different backgrounds & different contexts. Contributions are introduced. D. Weibel
Various studies have outlined the institutional (e.g. the existence of quota laws and the electoral system type of a country) and non-institutional factors (e.g. the political culture of a country) that account for variation in women's representation, in general, and, in more detail, the low representation of women in the US Congress. However, no study has, so far, compared the Congressional career paths of men and women in order to understand whether this gender gap in representation stems from a difference in terms of the duration and importance of the careers of male and female policymakers. Using data on all US House elections between 1972 and 2012, we provide such an analysis, evaluating whether or not the political careers of women in the US House of Representatives are different from the political careers of their male counterparts. Our findings indicate that the congressional careers of men and women are alike and, if anything, women may even have a small edge over their male colleagues.
About the contributors -- Preface: mentoring and diversity : challenges and promises / Stacy Blake-Beard, Kathy Kram and Audrey Murrell -- Creating change for people -- G.I.V.E.-based mentoring in diverse organizations : cultivating positive identities in diverse leaders / Stephanie Creary and Laura Morgan Roberts -- Mentoring relationships of professional Indian women : extending the borders of our understanding at the intersection of gender and culture / Stacy Blake-Beard, Jessica Halem, Estelle Archibold, Dorian Olivier Boncoeur, Andrea R. Burton and Payal Kumar -- Mentoring Latinos : an examination of cultural values through the lens of relational cultural theory / Donna Blancero and Natalie Cotton-Nessler -- Moving beyond the heroic journey myth : a look at the unique experiences of Black women in academic engineering / Gilda Barabino, Shereka Banton and Cheryl Leggon -- Creating change for processes -- The emerging power of peer mentoring within academic medicine / Audrey Murrell and Jeannette South-Paul -- Re-conceptualizing sponsorship of women leaders as an organizational routine / Karen Proudford and Montressa L. Washington -- Mentoring as a means to achieve inclusion : a focus on practice and research on women in India / Nisha Nair and Neharika Vohra -- Creating effective mentoring programs for women of color / Katherine Giscombe -- Creating change for paradigms -- Climbing the ladder or kicking it over? : bringing mentoring and class into critical contact / Maureen Scully, Stacy Blake-Beard, Diane Feliciano and Regina O'Neill -- Using critical management studies to advance mentoring theory and practice / Michelle Kweder -- New pathways and alternative settings: applying social justice principles to mentoring in the academy / Meg A. Bond, Maureen O'Connor and Amanda Clinton -- Peer mentoring retreats for addressing dilemmas of senior women in stem careers : the Nag's heart model / Margaret Stocksdale, Donna Chrobot-Mason, Randie C. Chance and Faye Crosby -- Postface: reflections on the multiple faces of mentoring in the 21st century / Ella Edmondson Bell-Smith and Stella Nkomo --
AbstractA growing literature looks at how the design of the electoral system shapes the voting behavior of politicians in parliaments. Existing research tends to confirm that in mixed-member systems the politicians elected in the single-member districts are more likely to vote against their parties than the politicians elected on the party lists. However, we find that in South Korea, the members of the Korean National Assembly who were elected on PR lists are more likely to vote against their party leadership than the members elected in single-member districts (SMDs). This counterintuitive behavior stems from the particular structure of candidate selection and politicians' career paths. This suggests that any theory of how electoral systems shape individual parliamentary behavior needs to look beyond the opportunities provided by the electoral rules for voters to reward or punish individual politicians (as opposed to parties), to the structure of candidate selection inside parties and the related career paths of politicians.
Although nearly equivalent percentages of black and white students entering college aspire to earn degrees in science, technology, engineering, and mathematics (STEM), a much smaller percentage of black students than white undergraduates complete STEM degrees (HERI, 2010). Thirty-six percent of black undergraduates who initially pursue STEM fields and go on to earn bachelor’s degrees switch to non-STEM majors, and 29.3 percent leave college before graduating, a rate 10 percentage points higher than that of their white counterparts (19.8 percent) (Chen, 2013). In the environmental sciences, of the 4,802 degree recipients in 2010, 81 percent (3,879) were white and only 2 percent (97) were black (NSF Table 5-7, 2010). As has long been recognized, America is producing too few scientists and far too few from the groups historically underrepresented in higher education. The situation is especially acute in the environmental sciences. Interventions designed to address these disparities have concentrated on programmatic and pedagogical enhancements, but most lack a theoretical explanation for the positive outcomes they claim to achieve. This study employed interviews with fifteen black and white undergraduates who enrolled in introductory environmental science/studies at a selective liberal arts college. Applying the theory of Community of Practice, along with insights and concepts from Critical Race Theory and Stereotype Threat, the study shows how interactions with faculty and peers affected the extent and quality of involvement students had with the field of environmental sciences. Looking at the factors that discouraged students from participating in the Community of Practice of the environmental sciences, the study draws conclusions about effective practices and makes recommendations for attracting students from underrepresented groups to scientific fields and the careers for which degrees in those fields can prepare them.