DOI•
Learning to Labour: How Working Class Kids Get Working Class Jobs
01 Dec 2011-Iss: 32, pp 5-8
About: The article was published on 2011-12-01 and is currently open access. It has received 1252 citations till now. The article focuses on the topics: Working class.
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01 Jan 2015
21 citations
TL;DR: Overall, the results provide a fresh piece of evidence for the association between working conditions and teaching practices, and teachers who perceive a supportive and satisfying working environment are more likely to be engaged in their activities, and this leads to a more heterogeneous array of teaching practices with students.
Abstract: Introduction. Teaching methods and techniques represent important classroom practices that promote both academic achievement and the efficacy of learning processes: the use of a complex array of teaching practices by educators in the classrooms has been frequently associated with better student academic outcomes (Hattie, 2012; 2009). So far, less is known about the psychological aspects linked to the working endeavors able to promote the adoption of different teaching techniques in educational contexts. The research. The present cross-sectional quantitative research aimed at estimating the cumulative network of associations between psychological resources at work (e.g., social support, sense of autonomy, job satisfaction) and both work engagement and the use of teaching classroom practices. Sample and method: The sample was composed of in-service teachers (N=1,370) recruited in primary and lower secondary public schools in urban and suburban areas of Canton Ticino (Switzerland). Self-administered quantitative measures were used to evaluate the following constructs: social support, job satisfaction, teachers’ autonomy, work engagement, and teaching classroom practices. The data were analyzed using structural equation modeling with decomposition analysis of total effects in direct and indirect effects. Results. The hypothesized structural model reported a good fit with the empirical data (NC = 2.7; RMSEA= .051, NFI = .951, NNFI = .950, CFI = .968) and support the interpretation of the structural model. The main results revealed a large positive association between psychological resources at work and teaching classroom practices (β=.37). The level of work engagement seemed to be a minor element in promoting the use of teaching classroom practices (β=.10). Discussion. Overall, the results provide a fresh piece of evidence for the association between working conditions and teaching practices. In fact, teachers who perceive a supportive and satisfying working environment (both in terms of internal and external resources) are more likely to be engaged in their activities, and this in turn leads to a more heterogeneous array of teaching practices with students. The practical implications in terms of professional training and on-field intervention are discussed.
21 citations
Cites background from "Learning to Labour: How Working Cla..."
...Longitudinal research at the international level has reported that improvement in education and the academic success of students is closely related to the daily processes that take place in the classroom (Willis, 2017; Zierer and Wisniewski, 2019)....
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TL;DR: In this article, the authors investigate the learning strategies vocational students use to become part of a work community, and how these strategies are related to the formation of a vocational identity at the workplace.
Abstract: The aim of this article is to investigate the learning strategies vocational students use to become part of a work community, and how these strategies are related to the formation of a vocational identity at the workplace. Conducting qualitative interviews, data were collected from 44 industrial programme students from six upper secondary schools. The findings revealed five recurrent strategies used by the students for learning vocational identities as industrial workers. The students took individual responsibility for their own learning, asked questions to gain deeper vocational knowledge, searched for role models in the work community, positioned themselves as a resource to the work community, understood and used humour and jokes in order to become a member of the community. The conclusion is that the students actively develop learning strategies to adapt their behaviour to the norms and ideals of the industrial work community. In the process of develop the vocational identities as industrial wo...
21 citations
Cites background or result from "Learning to Labour: How Working Cla..."
...Furthermore, the students in this study appeared surprisingly more active and motivated to learn than previous research has shown (Jørgensen 2015; Willis 1977)....
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...Like ‘the lads’ in Willis (1977) study the students in our study attributed much importance to humour and laughter....
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TL;DR: The authors used the social psychological stereotype content model to disentangle the apparent paradox of growing educational differentials in different domains have made some scholars wonder whether these differences have the potential to grow into an educational conflict and associated education-based group consciousness.
Abstract: Growing educational differentials in different domains have made some scholars wonder whether these differences have the potential to grow into an educational conflict and associated education-based group consciousness. In this article that question is contrasted with a body of literature which considers educational credentials a form of symbolic capital, that is, institutionalized social status. Theoretical insights derived from the social psychological stereotype content model are used to disentangle this apparent paradox. In the empirical section survey data from Flanders (the Dutch speaking part of Belgium; N = 1967) are used to assess the perceptions held by the public at large about the higher and less educated. A within-subject design whereby respondents rated the less and higher educated in terms of traits related to warmth and competence shows that indications of legitimate status differences but also intergroup conflict can be found depending on the dimension on which higher and less educated pe...
21 citations
Dissertation•
01 Jul 2015
TL;DR: The authors explored how older South Asian migrant women anticipate and approach old age and ageing experiences across the life course, focusing on the ways in which older SAM women construct and re-negotiate gendered roles across the intersections of gender, ethnicity and age in order to sustain quality of life.
Abstract: This thesis aims to explore how older (60-87 years) South Asian migrant (SAM) women anticipate and approach old age and ageing experiences across the life course. It draws attention to the ways in which older SAM women construct and (re)negotiate gendered roles across the intersections of gender, ethnicity and age in order to sustain quality of life. In addition to subjective experiences of the life course, this thesis examines how older SAM women (re)negotiate collective cultural identities in the place of migration and settlement.
A qualitative feminist constructionist approach, utilising a transnational life course perspective, has guided the theoretical underpinnings for this research. Moreover, a two-part method has been used, presenting a multi-sited ethnography and life course interviews. Data elicited from the study included ethnographic observations, an ethnographic interview, a reflexive research and observation diary and 16 in-depth life course interviews. The study analysed data using thematic analysis and elicited themes via a thematic analysis network.
In this research, key findings reveal that older SAM women’s experiences of age and ageing intersect with gender roles, responsibilities and obligations that are in turn influenced by positions of authority across the matriarchal hierarchy. Gendered roles, such as, the daughter, wife, becoming a daughter-in-law and mother, mother-in-law and older woman are influenced by cultural values and norms overlaid by patriarchal ideologies. Furthermore, thematic readings show that older SAM women construct, (re)negotiate and access cultural identities in the place of migration through culturally prescribed scripts themed around gender, family and a migrant identity in order to publically display and sustain loyalties to a past homeland, across the life course.
Methodological findings indicate that in order to produce ethical research it is important to recognise the spaces in which the researcher and participant negotiate boundaries, as the researcher’s identity does effect the research process. Recommendations from this research suggest that in order to gain a better understanding of older SAM women’s experiences of old age and ageing, a multi-dimensional theoretical approach to age is required. Moreover, this approach needs to take into account the fluid and overlapping constructs of transcultural, transnational and translocational positionalities which additionally embrace insider/outsider binaries.
21 citations
References
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01 Jan 2010
TL;DR: The concept of community of practice was not born in the systems theory tradition as discussed by the authors, but it has its roots in attempts to develop accounts of the social nature of human learning inspired by anthropology and social theory.
Abstract: The concept of community of practice was not born in the systems theory tradition. It has its roots in attempts to develop accounts of the social nature of human learning inspired by anthropology and social theory (Lave, 1988; Bourdieu, 1977; Giddens, 1984; Foucault, 1980; Vygotsky, 1978). But the concept of community of practice is well aligned with the perspective of systems traditions. A community of practice itself can be viewed as a simple social system. And a complex social system can be viewed as constituted by interrelated communities of practice. In this essay I first explore the systemic nature of the concept at these two levels. Then I use this foundation to look at the applications of the concept, some of its main critiques, and its potential for developing a social discipline of learning.
1,082 citations
Book•
27 Jun 2011
TL;DR: In this article, the Flatlands of Oakland and the Youth Control Complex are discussed. But the focus is on the role of black youth in the criminal justice system and community institutions.
Abstract: Preface Acknowledgments Part I Hypercriminalization 1 Dreams Deferred: The Patterns of Punishment in Oakland 2 The Flatlands of Oakland and the Youth Control Complex 3 The Labeling Hype: Coming of Age in the Era of Mass Incarceration 4 The Coupling of Criminal Justice and Community Institutions Part II Consequences 5 "Dummy Smart": Misrecognition, Acting Out, and "Going Dumb" 6 Proving Manhood: Masculinity as a Rehabilitative Tool 7 Guilty by Association: Acting White or Acting Lawful? Conclusion: Toward a Youth Support Complex Appendix: Beyond Jungle-Book Tropes Notes References Index About the Author
909 citations
TL;DR: The authors examines the transition to adulthood among 1.5-generation undocumented Latino young adults and finds that for them, the transition from K to adulthood involves exiting the legally protected status of K to...
Abstract: This article examines the transition to adulthood among 1.5-generation undocumented Latino young adults. For them, the transition to adulthood involves exiting the legally protected status of K to ...
663 citations
TL;DR: In this article, student engagement research, policy, and practice must become more nuanced and less formulaic, and the ensuing review is structured accordingly, guided in part by social-ecological analysis and social-cultural theory.
Abstract: Student engagement research, policy, and practice are even more important in today’s race-to-the top policy environment. With a priority goal of postsecondary completion with advanced competence, today’s students must be engaged longer and more deeply. This need is especially salient for students attending schools located in segregated, high-poverty neighborhoods and isolated rural communities. Here, engagement research, policy, and practice must become more nuanced and less formulaic, and the ensuing review is structured accordingly. Guided in part by social-ecological analysis and social-cultural theory, engagement is conceptualized as a dynamic system of social and psychological constructs as well as a synergistic process. This conceptualization invites researchers, policymakers, and school-community leaders to develop improvement models that provide a more expansive, engagement-focused reach into students’ family, peer, and neighborhood ecologies.
528 citations
TL;DR: The Longitudinal Immigrant Student Adaptation Study (LISA) as discussed by the authors used a mixed-methods approach, combining longitudinal, interdisciplinary, qualitative, and quantitative approaches to document adaptation patterns of 407 recently arrived immigrant youth from Central America, China, the Dominican Republic, Haiti, and Mexico over the course of five years.
Abstract: Background/Context: Newcomer immigrant students are entering schools in the United States in unprecedented numbers. As they enter new school contexts, they face a number of challenges in their adjustment. Previous literature suggested that relationships in school play a particularly crucial role in promoting socially competent behavior in the classroom and in fostering academic engagement and school performance. Purpose: The aim of this study was to examine the role of school-based relationships in engagement and achievement in a population of newcomer immigrant students. Research Design: The Longitudinal Immigrant Student Adaptation Study (LISA) used a mixed-methods approach, combining longitudinal, interdisciplinary, qualitative, and quantitative approaches to document adaptation patterns of 407 recently arrived immigrant youth from Central America, China, the Dominican Republic, Haiti, and Mexico over the course of five years. Based on data from the last year of the study, we examine how the role of relationships mediates newcomers’ challenges with academic engagement and performance. We identify factors that account for patterns of academic engagement and achievement, including country of origin, gender, maternal education, English language proficiency, and school-based relationships. Findings: Multiple regression analyses suggest that supportive school-based relationships strongly contribute to both the academic engagement and the school performance of the par
356 citations