Volume 2, Issue 2

ABSTRACT

Adults with psychiatric disabilities have a higher rate of unemployment and underemployment and have often suffered some form of job discrimination and poor employment accommodations due to the nature of their disabilities. However, there are few empirical investigations related to how these individuals undertake and/or perceive their employment experiences and the meaning of those experiences. This study aims to explore the lived experiences of adults with psychiatric disabilities who have received their employment-related postsecondary training in a southwestern city of the United States. Using a transcendental phenomenological approach, semi-structured interviews for were conducted with six participants; each participant was interviewed twice. Based on the data analysis, six core themes emerged: subtle discrimination, work and familial support, disability awareness, accommodation, fear of embarrassment / strength limitation, and disclosure/self-advocacy. These findings advance the understanding of the core requirements and relevant accommodations needed for adults with psychiatric disabilities to help them gain and retain employment in a competitive labor market. Based on these findings, we conclude this article with a discussion of practical implications and suggestions for future research.

Keywords: Adults with Psychiatric Disabilities, Employment Experience, Transcendental Phenomenology

ABSTRACT

A qualitative secondary data analysis outlined the key causes and problems of everyday life of 12 women who marginalize themselves in the care home, from various activities and social contacts. The results of the research indicated two main groups of causes: self-reeducation about experienced own losses and silent rebellion. The article is a report of secondary qualitative data analysis of 12 transcripts, semi-structured interviews with 12 older women aged 65-90, residents of 3 care homes in Poland. The purpose of the secondary analysis was to examine and understand the symbolic framework, dimensions and reasons for the self-withdrawal of women. Analyzes indicated the automarginalization of 12 women in a symbolic continuum determining the time from admission to a care home and residence in it, called once and now. Females clearly indicate that there has been a transit from symbolic once to now. At that time, usually self-marginalization was present. Automarginalization took place on various plans, which determines e.g. dimensions as a physical withdrawal from; families, activities in the care home, ties and friendships, social status and roles, and space gradually limited to their own room. The analysis of 12 transcripts of interviews indicated two groups of causes. The first was related to self-reeducation about various losses that females experienced at the time, marked symbolically as once and now. The second reason indicates the rebellion of females against institutional conditions and organizational culture rules and customs. Interestingly, the rebellion was not indicated as an open objection but as a silent revolt. General conclusion and suggestion after the SQDA showed needs of regular training for the entire staff in the proper communication with female residents, who progressively lose their cognitive and other functions, fitness and feel helpless and embarrassed about it.

Keywords: Social Sciences, Education, Self-reeducation, Qualitative Research, Secondary Data Analysis, Elderly Females, Automarginalization

ABSTRACT

Studies on teacher religious identity have been premised on the assumption that public schools are religiously neutral and if teachers’ religious identities are acknowledged and properly accommodated, teaching will be better enacted. I conducted a qualitative case study of teachers in religiously affiliated public schools in Ghana to get a nuanced understanding of how they navigate tensions arising from complexities generated by their own religious identities, their schools’ and that of their students. Using data from interviews, observations, and focus groups, my findings challenge existing notions of religious neutrality of public schools. In the Ghanaian context where the lines between secular and religious schools are blurry, teachers are (un)knowingly positioned as in(out)siders and their consequent pedagogical (in)actions are highly influenced by such (un)natural religious tensions in their schools. It is such issues emanating from teacher positionalities that I seek to highlight as ripe for qualitative inquiry.

Keywords: Qualitative Research, Africa, Religion, Teacher Identity, School Ideology

ABSTRACT

We explored the experiences of full-time firefighters in the present phenomenological qualitative study, having conducted semi-structured interviews with 26 male full-time firefighters. Their personal constructs of motivation and affiliation were explored and, within the constructs of motivation, three themes emerged. First, firefighters were motivated by a love of the excitement firefighting provides. Second, firefighters reported that the work schedule, which allows them more time at home, was a motivation. Third (and most emphasized by the firefighters) was an altruistic motivation to help others. Under the construct of affiliation, the firefighters reported a strong sense of brotherhood with their shift-partners, and they extended this brotherhood to all firefighters and even other emergency workers. We relate these findings to the existing body of research regarding the relationship between motivation, affiliation and satisfaction of firefighters.

Keywords: Firefighters, Qualitative Research, First Responders, Motivation, Affiliation

ABSTRACT

This paper builds on a previous study where the voices of African American educational lobbyists were examined and interpreted. Through describing how they interpret their acts of lobbying, tenets of Reverse Interest Convergence were found when lobbying for African American educational achievement. (Griffen, 2017) Furthermore, three specific recommendations were provided to fill the need for the specific recruitment and development of African American educational lobbyists: 1.Mentoring for African American Lobbyists; 2. Providing Legislative Process and Advocacy Courses in High School; and 3. Developing Internship Opportunities in Lobbying Fields of Choice for African Americans (p. 65). As a result of mentorship practices that successful lobbyists receive (Vance, 2012), these lobbyists’ discipleship will allow prospective lobbyists to experience the operational attributes, characteristics, and strategies one uses to become an effective lobbyist (McGrath, 2007; McGrath, 2006, Hall & Deardorff, 2006; and Milbrath, 1960). This study outlines how these newly developed African American educational lobbyists will gain access throughout the legislative process through, missionary works, where African Americans interests have historically been excluded for lacking knowledge of the legislative process, lacking coalitions and allies, lacking resources, and lacking the mobility to influence (Wolman & Thomas, 1970). To build upon the previous study, the following question is asked: How do African American educational lobbyists exercise and interpret their acts of lobbying? Through the continued examination and interpretation of the voices of African American educational lobbyists, four program approaches interpreted as Acts for a New Lobby describe a program design for the recruitment and development of African American educational lobbyists. The hope is that the development and design of such a program will result in grassroots and grass-tops partnerships that will mobilize communities, universities, and “Urban-Defined” school campuses, thus, developing and enacting African American legislative voice.

Keywords: Advocacy, African-American, Educational Lobbyist, Legislative Voice, Mobilization

ABSTRACT

This study focused on an experiential graduate-level qualitative research course and a practical study to understand how family-friendliness is conceptualized at an international expatriate university in Kazakhstan. Student researchers worked collaboratively to reflect and engage in a research process including developing interview protocols, transcription, coding, and analysis. From this work, students developed research capacity and uncovered four key components to family friendliness, including: safety, financial support, infrastructure and facilities, and sense of community. These were re-analyzed through Clark’s (2000) border theory resulting in two major themes: safe, simple life on campus (physical borders) and sense of support (psychological borders). This study provided three important outcomes: (1) engaging students within a graduate level course in creating and conducting a collaborative exploratory qualitative research study, (2) uncovering results about the importance of family-friendliness on campus for international parents/faculty, and (3) providing recommendations to develop family-friendliness to support recruitment and retention in higher education institutions. For students studying higher education leadership for future careers as administrators, academics, and researchers, understanding these experiences and results provide insights to develop equitable university environments.

Keywords: Teaching Qualitative Research, Developing Graduate Student Research Capacity, Family-Friendly Campus, Work-Life Balance, Border Theory

ABSTRACT

The purpose of this study is to examine the opinions of school counselors on giftedness, the education of gifted students and the services provided for gifted students at schools. The phenomenological design, which is a qualitative research method, was used in this study. The in-depth interview technique was used to collect the data. The study was conducted with a total of 22 school psychological counselors, 10 female and 12 male, who worked in primary, secondary and high schools within the Marmara region in the spring term of 2015-2016 academic year. The data were subject to content analysis. According to the study results, school counselors stated that gifted children are very precious (gold mine, present, rainbow, musical art, diamond etc.) but their value is not sufficiently recognized and evaluated. School counselors emphasized that these students were subject to positive discrimination by their families and teachers; and that they were subject to negative discrimination by being excluded by their peers, through the lack of an education curriculum, Almost half of the school counselors underlined that gifted students did not apply to the counseling service and that those who applied, applied for reasons such as for socializing and professional guidance. School counselors underlined that families applied on how they can direct their children to the counseling service and how they can conduct a healthier communication. School counselors also stated that they usually cannot cooperate with families and teachers, that there are usually no supportive training rooms in the schools and that these students usually cannot benefit from these rooms when they are present.

Keywords: School Psychological Counselor, Gifted Child, Identification Process, Services Provided at School

ABSTRACT

The book, Visual Methods in Social Research, was published as the second edition in 2015 with many updates on examples from a variety of sources such as photographs, films and social media. The authors, David Zeitlyn and Marcus Banks, are professors of anthropology at the University of Oxford. In addition to their numerous research in history and social anthropology, they have developed standing interests in using visual methods to explore human artifacts. In recent years David Zeitlyn worked with photographers to create multiple exhibition archives while Marcus Banks published documentary films and conducted research in image production.

ABSTRACT

Maisha T. Winn, the author of Justice on both sides: Transforming education through restorative justice, examined the restorative justice approach in the educational system.

ABSTRACT

Critical Pedagogy: Notes from the Real World by Joan Wink (2011) provided an in-depth look into the world of critical pedagogy through careful analysis. The book read like a journal entry by the author expressing a personal perspective on critical pedagogy. In the introduction, Wink discussed her past, pitfalls and family life, and how it related to her researching and reflecting on critical pedagogy. She questioned the reader to keep an open mind and search for answers as she searched for the elusive answers as well.