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

In the context of changes or decreasing quality of life at school and at work (violence, incivilities, stress, anxiety, depression, burn out, pressure, bullying), research on Education with its dialectic links between learning and well-being competencies, that is, between educational processes and outcomes on the one hand, and well-being-promotion processes and outcomes on the other, suggests a frame to purpose radical alternatives and reconceptualize educational programms in itself Beyond general knowledge (Savoirs) and technical skills (Savoir-Faire), the role of Emotional Capital, referring to the set of emotional competencies (Savoir-Etre), is crucial at sustaining human capital constitution in a broad sense and person development and well-being and performance (Gendron, 2004) This communication will be focus on the experimental research-action part of a global research led at the university of Montpellier 3 called Idefi-UM3D-“Reussir en 3D determination, diversification, differences” This peticular project called “Idefi-UM3D-emotional capital & well-being & performance”, aims at developing emotional competencies among emotional works and jobs, peticularly future educators and teachers’ students, using tools from the positive psychology, the Mindfullness and the Acceptance and Commitment Training (ACT’) and its return and impact on trainees’ well-being, personal and social emotional competencies and performance From an interdisciplinary approach combining sciences of education, economic of human resources and positive psychology, it shows that emotional capital, can improve the well-being and performance of trainees, future educators and teachers which contributes to ensure sustainable and benevolence education and balanced person development and professional skills

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Emotional Capital : the Set of Emotional Competencies as Professional and Vocational Skills in Emotional Works and Jobs

Until the vocational baccalauréat diploma was created, the French hierarchical educational system rested on strong structuring dualisms: on one hand, the opposition between general and technological education, and vocational education; and on the other hand, the opposition between short and long studies. At the secondary level of education, the general baccalauréat, considered prestigious, welcomed students who were to focus on higher education. At the opposite extreme, the vocational Certificat d’Aptitude Professionnelle (CAP) and the Brevet d’Études Professionnelles (BEP) were considered as the route of relegation and exclusion, reinforcing negative characteristics in students encountering learning difficulties. But since the creation of the vocational baccalauréat, this structure has been modified (see appendix). This vocational baccalauréat must offer students who failed in general education a path for continuing their studies or catching up through options that are socially more prestigious. As a result, this programme could play an important, if not determining, role in schooling for young people excluded in the battle against academic failure. But do young people excluded from the élite track find in this option, as Alice lost in Wonderland, a chance to create their own pathway? Some 20 years after its creation (1985) we could question whether this diploma has fulfilled its objectives. This paper will not attempt to answer this question but will focus on an additional important aspect: has the vocational baccalauréat programme contributed to innovation and opinion changes in French initial secondary education? More precisely, has the social perception of vocational education changed since this baccalauréat was created? A Leonardo da Vinci project entitled Analysis and comparison of social representations of VET in different European countries (VET-Cultures) suggested that for students, this vocational education programme seems to be a space, time and period for a plural transition: from failure to success, from weak self-esteem to self-confidence, from dependence to autonomy, from childhood to adulthood, from school to work. In this paper, we analyse some of those transitions, occurring mainly during the student period, via case-studies examining the dynamic of social representation of VET.

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The French Vocational "Baccalaureat" Diploma: Space of a Plural Transition for the Youth.

Si l’education est un droit, elle n’est, en effet, pas egale et identique pour tous. Deja, l’education est un lieu propice a la reproduction des normes liees aux roles sociaux de sexe. Si nombre de travaux ont mis en evidence des differences de dotation en capital humain entre les filles et les garcons, renvoyant essentiellement aux savoirs et savoir-faire, encore peu de travaux se sont interesses aux savoir - etre et aux competences emotionnelles. La separation traditionnelle des domaines cognitif, affectif, et psychomoteur a longtemps empeche de prendre toute la mesure de la place que le savoir - etre occupe dans la formation des personnes et de ses incidences sur leurs devenirs. Dans cette article, l’impact de l’education sexuee sur le developpement des competences emotionnelles des filles et des garcons, participant a la constitution d’un capital emotionnel differencie est etudiee et tente d’apporter des elements d’eclairage aux differences observees en termes de performances scolaires et des choix d’orientation scolaire et professionnelle.

/pdf/filles-garcons-quel-capital-emotionnel-pour-quelles-2pnzb1eqsh.pdf

Filles, garçons : quel capital émotionnel pour quelles conséquences ?

Les metiers de l'education et de la formation ont beaucoup evolue depuis plus d'une dizaine d'annees et connaissent encore aujourd'hui de nouvelles evolutions, voire tensions venant perturber les modes traditionnels d'enseignement et modifient l'activite enseignante. Dans ce contexte, les competences emotionnelles constitutives du capital emotionnel de l'enseignant apparaissent comme des competences professionnelles cles pour faire face a ces nouveaux defis et nouvelles exigences du metier.

https://halshs.archives-ouvertes.fr/halshs-00271331/document

LES COMPETENCES EMOTIONNELLES COMME COMPETENCES PROFESSIONNELLES DE L'ENSEIGNANT : La figure de leadership en pédagogie

Si l'education est un droit, elle n'est, en effet, pas egale et identique pour tous. Deja, l'education est un lieu propice a la reproduction des normes liees aux roles sociaux de sexe. Si nombre de travaux ont mis en evidence des differences de dotation en capital humain entre les filles et les garcons, renvoyant essentiellement aux savoirs et savoir-faire, encore peu de travaux se sont interesses aux savoir-etre et aux competences emotionnelles. La separation traditionnelle des domaines cognitif, affectif, et psychomoteur a longtemps empeche de prendre toute la mesure de la place que le savoir-etre occupe dans la formation des personnes et de ses incidences sur leurs devenirs. Dans cette proposition, l'impact de l'education sexuee sur le developpement des competences emotionnelles des filles et des garcons, participant a la constitution d'un capital emotionnel differencie est etudiee et tente d'apporter des elements d'explication aux differences de performances scolaires et des choix d'orientation scolaire et professionnelle.

https://halshs.archives-ouvertes.fr/halshs-00193214/document

Bénédicte Gendron

Papers

Emotional Capital : the Set of Emotional Competencies as Professional and Vocational Skills in Emotional Works and Jobs

The French Vocational "Baccalaureat" Diploma: Space of a Plural Transition for the Youth.

Filles, garçons : quel capital émotionnel pour quelles conséquences ?

LES COMPETENCES EMOTIONNELLES COMME COMPETENCES PROFESSIONNELLES DE L'ENSEIGNANT : La figure de leadership en pédagogie

Capital émotionnel filles-garçons : quelles différences à l'école ?