Introduction 1. Woman's Place in Man's Life Cycle 2. Images of Relationship 3. Concepts of Self and Morality 4. Crisis and Transition 5. Women's Rights and Women's Judgment 6. Visions of Maturity References Index of Study Participants General Index

In a Different Voice. Psychological Theory and Women’s Development. Cambridge, MA (Harvard University Press) 1982.

Temperament and development

The adolescent society

This article seeks to explore existing conceptualisations of emotional capital in educational research, and to undertake a critical analysis of these conceptualisations, including a reflection on my own explorations of teachers’ and students’ emotional practices. Drawing from Bourdieu's work, I offer a theoretical discussion of how emotional capital as a conceptual tool suggests a historically situated analysis of the often unrecognised mechanisms and emotion norms serving to maintain certain ‘affective economies’. This point is made in reference to a brief discussion of my ongoing ethnographic work over the last ten years. I conclude the article with outlining some new possibilities of theorising the potentiality and usefulness of the concept of emotional capital in the field of educational research.

Emotional capital and education: theoretical insights from bourdieu

En moyenne, les salaires croissent avec l'âge. Une question naturelle est de savoir si les salaires plus eleves des travailleurs âges correspondent, ou non, a une productivite plus elevee. La reponse a cette question n'est pas sans consequence sur l'employabilite de ces travailleurs âges. Estimee comme la « contribution » des differentes classes d'âge a la productivite des entreprises, la productivite des salaries croit avec l'âge jusqu'a 40 ans, avant de se stabiliser. Le profil de la productivite suit d'assez pret celui des remunerations. En particulier, il n'apparait pas d'ecart marquant entre salaire et productivite, si ce n'est aux âges les plus eleves (plus de 55 ans). Ces resultats restent neanmoins assez peu precis, car il est difficile d'extraire des relations causales de l'âge des salaries sur la productivite des entreprises a partir des simples correlations entre production et structure de la main-d'oeuvre. En particulier, les salaries âges sont plus nombreux dans les entreprises anciennes et peu efficaces, et representent une partie de la main-d'oeuvre qui s'ajustent moins rapidement aux chocs de productivite. Il en resulte un biais dans l'estimation de la productivite, dont la correction ne peut se faire qu'au prix de resultats moins precis. En outre, les resultats ne concernent que les salaries en emploi, et non l'ensemble des individus

La productivité des salariés âgés : une tentative d'estimation : Les travailleurs âgés face à l'emploi

From the perspective of the Chicago school, there is no behaviour that can not be interpreted as economic. In this paper, through our conceptual framework named “Emotional Capital” (EC), I discuss the assertion in the perspective of an optimal constitution and exploitation of Human Capital. In reference to emotional intelligence, I show that emotional capital, more than an additional capital, is a booster capital potentializing, which energizes or empowers the human, social and cultural capitals. EC is critical to enable human capital formation, accumulation and its optimal exploitation for individuals. Also, it is crucial in knowledge management in the today's increasingly complex and competitive global workplace for companies and organisations. Our conceptual model enables to understand student academic success or failure on the one hand, the different occupational and jobs choices and career prospect between men and women, and organisations or companies successes as well, on the other hand.

https://hal.archives-ouvertes.fr/hal-00201223/document

Why Emotional Capital Matters in Education and in Labour? Toward an Optimal Exploitation of Human Capital and Knowledge Management

Europe is experiencing demographic shifts without precedent due especially to progress concerning health and the decrease in fertility. These affect individuals, families, local communities, countries and whole strata of society. The number of people over 60 years old is going to increase in Europe as the baby boomers reach retirement age. If the factors related to employment are considered, it must be noted that the working-age population is falling nowadays. This drop is, in part, the result of low participation by seniors in the labour market, especially in France. The employment rate for this category of workers at the present time is lower than the objectives set within the framework of the Lisbon Process. The low participation of older workers in the labour market is the result of premature exclusion, within a context of high unemployment and industrial restructuring. Therefore, the development and enhancement of employment for older workers constitute a crucial issue. If the situations are very div...

Older workers and active ageing in France: the changing early retirement and company approach

From the perspective of the Chicago school, there is no behaviour that is not interpretable as economic. In this paper, we discuss the assertion in the perspective of an optimal constitution and exploitation of Human Capital, through our conceptual framework named Emotional Capital (EC). Referring to emotional intelligence, we show that emotional capital, more than an additional capital, is a booster capital potentializing or energizing the human, social and cultural capitals, EC is critical to enable human capital formation, accumulation and, its optimal exploitation for individuals and crucial in knowledge management in the today's increasingly complex and competitive global workplace for companies and organisations. Our conceptual model enables to understand student academic success or failure on the one hand, the different occupational and jobs choices and career prospect between men and women, and organizations or companies successes as well, on the other hand.

Why emotional capital matters in education and in labour? toward an Optimal exploitation of human capital and knowledge management

IntroductionAlthough attending university is generally viewed as a positive experience, offering many new opportunities, it nonetheless sometimes involves a stressful period of adaptation for students. First year university students face a variety of stressors: making new relationships, modifying existing relationships with parents and family, and learning study habits for a new academic environment. The presence of these stressors often correlate with low self-confidence, anxiety and a low academic performance. In addition, students must learn to function as independent adults (Parker, Hogan, Eastabrook, Oke & Wood, 2006). The results of the latest National Survey of Student Living Conditions in France (OVE, 2013) indicated that 41.4% of university students experienced sleeping problems, 52.0% fatigue, 28.1% depression and 54.9% stress in the week that preceded the survey. Those scores vary between men and women (higher scores for women) and between ages (higher scores between 23-25 years).Knowing that the first year of university can potentially have a significant impact on students' wellbeing and, indirectly on their general performance, the objective of our research was to design an experimental programme targeted at first year university students, in order to develop their emotional capital (Gendron, 2004, 2008), using interactive workshops focusing on personal health issues and wellbeing. Proficiency in emotional capital potentially encompasses the skilled management of emotions, external situations and relationships, and promotes better mental health for students, especially a higher resilience to stressors. Developing emotional capital can be helpful in demanding emotional contexts, for example for first year students adapting to independent living and a new academic environment or for new teachers managing a stressful work situation.Emotional capital and educational performanceThe notion of 'capital' is derived from an economic discourse and refers to a supply of capital identified by its sources and its returns (Gendron, 2013). Traditional economic theory, generally viewed capital as physical items that are used and useful in the production process. However the notion of capital has been expanded as a general way of thinking and taken on a broader meaning especially, where some aspects of its definition provide a useful way of thinking in another domain. Gendron (2004) argues that, in previous definitions of human capital, the individual and social skills that enable an individual to gain economic and social benefits from interaction with others have been insufficiently theorised. She describes this as 'knowing how to be' (fr. savoir-etre) for example to know the rules of socialising and how to behave in social situations, to know how to communicate effectively, how to handle a conflict.Emotional competencies constitute a crucial resource for individuals. As emotional competencies can enhance social, economic and personal performance we have to consider them as an emotional capital, defined as "the set of resources (emotional competencies) inherent to an individual that is useful for personal, professional and organisational development, that contributes to social cohesion and can bring about personal, economic and social returns" (Gendron, 2013, pp. 24). Emotional capital can be developed, as emotional competencies are learnt capabilities. In education emotional capital would have a crucial role to play as it impacts on learning processes. It might be particularly important for children and young people at risk as it might promote a more holistic development, which would in turn impact on their ability to manage relationships, and to their personal, and academic success.Because emotional capital can be damaged in certain situations, repeated failure at schools can lead to children and young people developing inappropriate responses, dropping out of education or being excluded. …

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Emotional capital development, positive psychology and mindful teaching : which links?

Until the latter part of the twentieth century, education and training were confined mainly to the first phase of a person's life. Young people progressed on a straight line from school to work or to vocational education and training or to higher education, with little opportunity to change direction. Once they had left the educational system they were unlikely to return. But, nowadays, in all developed countries, the structure of people's lives is undergoing radical change in the distribution of activities by age, leading to a shift to older age groups undertaking functions previously reserved for an earlier time in life. These tendencies are linked to changes in the labour market structure, and are accompanied by readjustments in the social arrangements that regulate ‘who does what, when’. These include policies to defer statutory retirement ages, extend compulsory education and training, and to postpone the age at which young people become entitled to unemployment and social benefits in the tr...

https://www.tandfonline.com/doi/pdf/10.1080/13596740100200091

Bénédicte Gendron

Papers

Why Emotional Capital Matters in Education and in Labour? Toward an Optimal Exploitation of Human Capital and Knowledge Management

Older workers and active ageing in France: the changing early retirement and company approach

Why emotional capital matters in education and in labour? toward an Optimal exploitation of human capital and knowledge management

Emotional capital development, positive psychology and mindful teaching : which links?

The role of counselling and guidance in promoting lifelong learning in france