Dissertations / Theses on the topic 'Professional lives'
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Samson, Florence Georgina Down. "The personal/professional lives of women educators." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0009/NQ41502.pdf.
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Rajeh, Mona. "Female dentists: their professional lives and concerns." Thesis, McGill University, 2014. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=121500.
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Over the last 40 years, there has been a consistent increase in the proportion of women in the dentistry profession. In this study, we intended to gain insight into the issues and concerns that influence the work characteristics of female dentists. A number of studies have shown that gender differences exist in choice of specialisation, practice patterns, and professional attitudes; some have revealed that women are attracted to primary care management ahead of other dental specialties. It is also evident that women work fewer hours, work part-time and see fewer patients than men, and are less likely to own their practice than their male counterparts. There is also a net income discrepancy between male and female dentists. We used a qualitative description methodology to guide this pilot study, for which we recruited a purposive sample of six female dentists from the dental clinics of Montreal General Hospital, in the greater region of Montreal in Quebec, Canada. These dentists were at different stages of their practice (i.e., general practitioners and specialists). All interviews were fully transcribed, with the data managed with NVivo vr.9 software to facilitate the analysis. The findings suggest that female dentists consider it a challenge to balance work and childcare responsibilities. Taken together, the increased number of women in dental practice, and the additional demands of household activities, suggests that the relationship between work status and family happiness is an important matter to explicitly consider. Therefore, in order for female dentists to achieve balance between these two domains of life, a deeper understanding of the effect of family and society, and the work place is required.Au cours des 40 dernières années, il y à eu une augmentation constante de la proportion de femmes qui occupent la profession de dentiste. Dans cette étude, j'ai l'intention de mieux comprendre les questions et les préoccupations qui influencent les caractéristiques du travail des femmes dentistes. Un certain nombre d'études ont montré que les différences existent entre les sexes dans le choix de spécialisation, les modes de pratique et les attitudes professionnelles. Ces études ont révélé que les femmes sont plus attirées par les soins dentaires primaires que par d'autres spécialités dentaires. Il est également évident que les femmes travaillent moins d'heures; travaillent à temps partiel et de voir moins de patients que les hommes et sont moins susceptibles de posséder leur propre pratique. Il y a aussi une différence de revenu net entre les dentistes masculins et féminins. Une description qualitative a été utilisée comme méthodologie, pour guider cette étude pilote. Un échantillon composé de six femmes dentistes, à différents stades de leur carrière (i.e., les médecins généralistes et spécialistes) fut recruté dans la grande région de Montréal au Canada. Les participantes proviennent soit des cliniques dentaires de l'Hôpital Général de Montréal ou de cliniques dentaires privées. Toutes les entrevues ont été entièrement retranscrites avec les données gérées parle logiciel NVivo vr.9 pour faciliter l'analyse. Les résultats suggèrent que les femmes dentistes estiment qu'il est difficile de balancer travail et résponsabilitées familiales. Dans l'ensemble, l'augmentation du nombre de femmes dans les cabinets dentaires aux prises avec les exigences supplémentaires des activités ménagère, suggère que la relation entre le statut professionnel et le bonheur familial est une question importante à considérer par chacune d'elles. Par conséquent, pour que les femmes dentistes puissent atteindre un équilibre entre ces deux domaines de la vie, une meilleure compréhension est nécessaire entre l'effet de la famille, de la société et le lieu de travail.
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Tzavellas, Georgia. "Public school teachers' concerns about their professional lives." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=102222.
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A historic turnover in the teaching profession has begun. There is no doubt that worldwide demand for teachers is on the rise and will continue to increase over the next decade. Yet many new teachers leave the profession, stating reasons such as low salaries, lack of professional opportunities and career advancement, and heavy workloads. The present study examined the concerns (in-school, external and personal) of elementary and secondary school teachers. The purpose of this research was to determine if teachers in Quebec, Canada, have concerns similar to teachers in other countries where studies are more common. This study also examined if there were any differences related to teachers' stages of teaching, level of education, and gender. Four hundred and fifty-seven teachers (335 females and 120 males) from five school boards in Quebec participated in this study. The five school boards represented urban, suburban, rural, large and small English-language boards. The instrument designed for this study was a questionnaire based on the teacher concerns identified in the literature. The questionnaire, named the Public School Teacher Concerns Questionnaire, has seven sub-scales and 64 items. Quantitative and qualitative analysis of respondent thinking reveal similar concerns regarding eight factors (37 items) derived by factor analysis: student characteristics and behaviour, teacher/administration relationship, student behaviour (non-academic), material and temporal resources, teachers control of day-to-day activities, professional development and opportunities, status of profession, and degree of non-teaching duties. Implications of the findings and directions for future research are offered.
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Carroll, Jean Ada. "Reflexive accounts : the lives of retired professional women." Thesis, Lancaster University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.268123.
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Flora, Bethany Hope. "The Professional Lives of Higher Education Center Administrators." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/26651.
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In instances where many universities offer off-campus programs in a single locale, a supplier network exists. These supplier networks, or higher education centers (HECs) are beneficial to students and regions where the programs are delivered (Baus, 2007; Peterson, 2007). Few empirical studies have focused on consortium educational environments, such as HECs and most studies of off-campus education have taken an outsider-looking-in approach.
One window into the world of HECs is to examine the professional lives of administrators who work in the HEC environment. Professional life can be explored by eliciting data about work, relationships and rewards (Hirt, 2006; Hirt et al., 2006; Hirt et al., 2004).The purpose of this case study was to examine the professional lives of administrators who work at a HEC.
Data collection included engaging the participants in four exercises where they created social artifacts. Diagrams, graphs, concept maps and drawings are complementary additions to the traditional interview and encourage contributions from interviewees that might not otherwise be obtained (Crilly, Blackwell, & Clarkson, 2006; Enger, 1998). Data from the social artifacts were used to customize the semi-structured interview protocol.
Findings indicate that those who work at HECs define their work, in large part, by those who benefit from that work: students, communities, and member institutions. The organizational dynamics that drive the work of HEC administrators are competition, collaboration and balance. HEC professionals view their primary role as being the face of their institution or the Center in the local community. They describe their work as a culminating experience that is both rewarding and challenging. At the core of this work are the relationships that HEC professionals establish and sustain with others. These relationships are defined by resource coordination, advocacy, and appreciation. Findings suggest that institutions would benefit from engaging in greater reciprocity with HEC professionals to include expertise reciprocity, relationship reciprocity, and resource reciprocity. In general, professional life at HECs is rich, varied, challenging, but rewarding.Ph. D.
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SIMOES, JANAINA CARDOZO BERNARDES. "CAREER UNDER FIRE: THE PROFESSIONAL LIVES OF THE MILITARY WIVES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2014. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=25532@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE EXCELENCIA ACADEMICA
O presente estudo teve como objetivo central desenvolver uma investigação sobre a vida profissional da mulher do militar e apoiou-se na literatura que aponta que a carreira no Exército apresenta demandas que se estendem a toda a família. A pesquisa de campo foi realizada com oito esposas de oficiais do Exército brasileiro, com idades entre vinte e cinco e quarenta e três anos, com formação e experiência profissional. A partir da análise do conteúdo das entrevistas, concluímos que essas demandas, especialmente os frequentes deslocamentos geográficos, têm aumentado as dificuldades das mulheres em conciliar a vida profissional e familiar/conjugal. As transferências foram associadas a perdas, estagnação e retrocesso nas carreiras. A imprevisibilidade marca a vida das entrevistadas, gerando insegurança quanto aos projetos, além de sentimentos de incerteza, falta de controle e limitação no tocante ao próprio destino. A distância dos familiares e, em muitos momentos, dos cônjuges tem influenciado a relação dessas mulheres com suas carreiras, passando elas a priorizar empregos com maior flexibilidade de horário ou abrindo mão de trabalhar, ao menos temporariamente. Mesmo com o incentivo dos maridos e com todos os benefícios que foram atribuídos ao trabalho feminino, os interesses da carreira do militar estão sempre em primeiro plano, orientando as decisões mais significativas dos casais. O modelo de família idealizado pelo Exército, a adesão das esposas aos valores da instituição e à carreira do militar contribuem para que as mulheres secundem os maridos, adaptem suas carreiras às deles e, muitas vezes, abdiquem de seus próprios projetos profissionais. Constatou-se que há ambivalência de sentimentos relacionados a ser mulher de militar. As mulheres reconhecem que possuem papel relevante na carreira dos maridos, mas revelam sentimentos de pesar pelos projetos profissionais colocados em segundo plano ou abandonados.
This study s objective is to develop a research on the professional lives of military wives. It was based on the literature that indicates that a career in the Army presents demands that involve the whole family. The field research was conducted with the participation of eight officer s wives of the Brazilian Army, ages between twenty-five and forty-three, all of them having a major degree and professional experience. Using the content analysis, we conclude that these demands, especially the frequent geographic moving, have increased women s difficulties in reconciling work, family, and marital life. The constant changes of address were associated with loss, stagnation and retrogression in careers. Unpredictability makes an impression in the interviewees lives, leaving them insecure about their projects, in addition to feelings of uncertainty, lack of control and limitation on their own destiny. The distance from relatives, and in many cases also from the spouses, has influenced the relationship of these women with their careers, making them prioritize jobs with more flexible hours or giving up working at all, at least temporarily. Even with the encouragement of their husbands and all the benefits that have been attributed to women s work, the interests of the military career of their husband are always in the foreground, guiding the most significant couple decisions. The family model devised by the Army, the requirement of wives adherence to the values of the institution and to their husbands military career, they all contribute to women s submission, so wives adapt their professional lives and often abdicate of their own work projects. We can conclude that there is an ambivalence of feelings related to being a military wife. Women recognize that they have an important role in their husbands careers, but they also show feelings of regret about their own professional projects, placed in the background or abandoned.
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Cameron, Sandra Ellen. "Teachers as learners: Professional learning in the lives of teachers." Thesis, Australian Catholic University, 2011. https://acuresearchbank.acu.edu.au/download/fc30c83344b3be126197aadd1f6c36e0bce96a49fd822c04e43f401e5af32df6/3996679/64811_downloaded_stream_36.pdf.
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This interpretative study explored the professional learning practices of teachers in a range of Queensland State schools. While teacher learning is regarded as cornerstone of school reform, our knowledge of the role professional learning plays in changing teacher practice is scant. Therefore, the purpose of this research was to listen to the voices of practitioners in order to better understand the situated worlds of teacher-learners and how to support them and their learning in this time of constant and inescapable change and to answer the question: What experiences foster teacher learning to enhance the quality of the experience of schooling offered to students? The following three research foci guided the study towards answering this important question. Research Question 1: How do teachers and those who support teacher-learners understand 'professional learning'? Research Question 2: How and why do teachers engage with professional learning throughout their careers? Research Question 3: How do schools and school systems support teacher learning? This study was situated in Queensland and invited participation from 47 government schools (Appendix 1) that were the workplaces of approximately 800 teaching staff. A selection of school administrators and classroom practitioners from sites within this cohort provided in-depth case studies for the research. The participants inhabited an extensive geographic area so data were gathered using a variety of written, face-to-face and electronic methods. A focus group interview was used to gather contextual information from school administrators about the ways in which teacher learning contributed to the effectiveness of their schools, and 50 teachers completed an open-ended questionnaire about their professional learning experiences.;From this cohort, 22 teachers participated in semi-structured interviews in which practitioners shared with the researcher, the narratives about their experiences as teacher-learners. The philosophical framework of Constructionism underpinned this research with the understanding that knowledge is socially constructed and multiple views of reality are possible based on individuals' experiences. Learning is viewed as a process of discovering new understandings as the learner interprets their contexts and actions in their environment. Language and culture are our ways of making meaning from our experiences; hence the theoretical perspective of Symbolic Interactionism was employed in this study to understand the meanings participants made of their professional learning journeys. An Interpretive Educational Case Study approach was used to acknowledge the unique contexts of teacher-learners and to reveal the conditions under which teacher learning might be possible. Together these strategies revealed a comprehensive picture of the learning journeys of the participants and the ways in which their career-long learning contributed to the capacity of their schools to provide quality learning experiences for their students.The research proposes a new framework through which to appreciate the intricate interconnection between teachers and professional learning across their careers.
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Sum, Kim Wai Raymond. "The professional lives of Hong Kong primary school physical education teachers." Thesis, University of Leicester, 2009. http://hdl.handle.net/2381/7855.
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This thesis investigates the professional lives of primary school physical education teachers (PSPETs) in Hong Kong. It is focused on the problems arising from apparent overload and the multiple roles of physical education teachers’ worklives in Hong Kong brought about by education and curriculum reforms. The central research question is, “How do Hong Kong PSPETs manage their professional lives”. The study aims at inductively developing a grounded theory of how Hong Kong PSPETs manage their professional lives in relation to a conceptual framework based on the following interrelated concepts - identity, socialization, professionalization, and career trajectory. A qualitative research design is adopted to gain an in-depth understanding of the meaning that participants make of their professional lives. The methodological approach uses grounded theory methods, based on the meta-theory of symbolic interactionism. The researcher used semi-structured interviews, supplemented by documentary sources (diaries) for conducting data collection. Through purposive sampling methods (snowball sampling), eleven Hong Kong PSPETs participated in this study. Data were analyzed through three major types of coding, namely, open coding, axial coding and selective coding. The grounded theory that was constructed from the study is termed the Theory of Diversified Adaptation. The theory developed from four dovetailing categories each of which is built on “clusters” of concepts related specifically to the professional lives of Hong Kong PSPETs: “switching”, “interplaying”, “diversifying” and “assimilating”. The associations between the above categories are moderated by patterns of data that suggest a threefold typology for PSPETs in Hong Kong – “Engagers”, “Adherers” and “Dissenters”. This typology represents three distinct types of PSPETs based on differences in how they manage their work lives. Additionally, four main different sets of inter-related propositions are drawn from the findings of the study. They are the Theory of Diversified Adaptation; the categories and major processes of the theory; the context of PSPETs’ work lives, identity, socialization experience and career trajectory; and the typology of PSPETs. The construction of the substantive theory thus contributes to an increased appreciation of the diversity of PSPETs’ work in Hong Kong and to the literature on physical education teachers’ professionalization and professionalism. Recommendations include the professional development of PSPETs concerning multiple roles in schools are made to different stakeholders including policy-makers, teacher education institutions, school principals, and teachers. Although the theory is generalizable only to PSPETs in situations similar to the present cohort, it has implications that further studies might seek further theory development by testing the theory in similar and different contexts.
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Ramedupe, Rachel. "Investigation into the lives of professional women in the construction industry." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/97410.
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Thesis (MBA)--Stellenbosch University, 2014.ENGLISH ABSTRACT: The purpose of this study is to make industry employers, teachers and career guides aware of the barriers that continue to hold back women from pursuing careers in the construction industry. This research study focused on females working in the construction industry and investigated the experiences of women who chose to study construction-related degrees. The goal was to communicate what influenced their choice to study degrees in the construction industry, and what factors are currently influencing their career development. This was done with the purpose of finding solutions to re-engineer and transform the industry and make a form of transformation. A quantitative research methodology was used as a means of collecting and analysing data. This comprised of questionnaires which were designed and distributed, using targeted sampling, to 82 women studying construction-related degrees and 54 women actively employed in professional positions in the South African construction industry. Respondents’ experiences were captured with quantitative data on education, course preference, family involvement, mentors, self-efficacy, women involvement, cultural influence, image of industry, reason for entering industry, motivator/influencer, traditional beliefs, social and cultural beliefs, government involvement, time, slow career progression, inclusive environment, queen bee syndrome, site conditions, discrimination and harassment. The data was analysed by using quantitative methods. Questionnaires were developed and ranked on a scale of one to five, namely strongly agree to strongly disagree and interpreted by means of counting the frequency of occurrence of answers to each ranked question. Percentages were then calculated and responses weighted according to average means. The findings and conclusions indicate the choices women make, what motivates women in South Africa to choose careers in the construction industry and the barriers encountered by them. The results from this study highlight the need for a shift in the industry; and the findings give employers, teachers and career guiders insight into what draws women into the industry and what underlying issues women face once in the industry. This provides as a guide for strategic change within educational environments and within the industry to encourage more women not only to draw themselves to find careers in the construction industry, but also retain them.
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Qamaniq-Mason, Mary Clarissa. "The Impact of Meditation Practice on Teachers’ Personal and Professional Lives." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/38102.
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This narrative study of schoolteachers’ experiences of yogic meditation employs the theoretical framework of yoga. It poses the research question: How do teachers story their life experiences following their adoption of a regular meditation practice? Narrative research methods are used to reveal the participants’ own perceptions of their experiences of meditation. The narratives presented include that of an educator and meditation teacher who has been practising yogic meditation for over 40 years, as well as three schoolteachers who more recently came to the practice of meditation and were experienced classroom teachers before and after taking up this practice. The findings reveal that (1) the teachers perceive their meditation practice to have a beneficial impact on their lives, and by extension their work as teachers; (2) the impact their meditation practice has on their classroom teaching may not be obvious to an outside observer. Instead it is experienced by the participants to be an internal enrichment: a transformation of their thought patterns and perceptions of feelings and events; and (3) the longer the participant has been practising meditation, and the more they have immersed themselves in the philosophical study that traditionally accompanies yogic practice, the more complex may be their understandings of their meditation experience. This research also highlights the problems with imposing Western knowledge frameworks on practices that have traditionally been accompanied by an existent theoretical framework. The researcher argues for further study of classical yogic meditation practices in light of their potential benefits for educators, with the caveat that such research should be undertaken by researchers who have experienced authentic immersion in the study of yoga and its classical philosophies.
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Ramji, Himal. "Producing the Precolonial: Professional and Popular Lives of Mapungubwe, 1937-2017." Master's thesis, Faculty of Humanities, 2020. http://hdl.handle.net/11427/32365.
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This thesis is a study of the changing meanings of the thing that is 'Mapungubwe' (most often considered as a thirteenth-century southern African state) within and outside the academy from 1937 and 2017, deliberately excluding meanings that might have existed prior to 1937, analysing the socio-political work Mapungubwe has been made to do in this period. The study explores the shaping and positioning of evidence in the production of narratives that ascribe and/or enforce particular truths or regimes of truth. To do this, I consider the politico-cultural associations that convert an object into evidence of something and make that evidence meaningful. Under what conditions, and for what reasons does this conversion occur? And, what specific meaning is imposed into the object? This is, therefore, an analytical disaggregation and political assessment of the particular signs and symbols through which the composite and contested imaginaire of Mapungubwe has been historically constructed. Necessarily, it is also an unpicking of the languages of evidence. The work is divided into three parts, each dealing with a different strut in the making of Mapungubwe. The first chapter covers the archaeological production of Mapungubwe, from the first excavational work conducted in the 1930s, until more recent work, during the 2010s. During the early twentieth century, the topic of Mapungubwe was cloistered within academic archaeology, particularly at the University of Pretoria. It was only after the end of apartheid that the 'trope' of Mapungubwe began to be deployed in an increasingly wider social realm and integrated into multiple educational and heritage projects, with particular encouragement from the state. The second chapter looks at the introduction and development of the theme of Mapungubwe in the South African national history education curriculum after 2003, when it was also made a UNESCO World Heritage Site and harnessed as name of the Order of Mapungubwe. The chapter analyses the narrative presentation of Mapungubwe in the existing curriculum, and the attending conceptual devices through which this narrative is constructed and sustained. The third chapter scans the explosion of Mapungubwe in popular discourses, about a decade after its strategic foregrounding in school education and institutionalisation as heritage. In this chapter I examine several literary narratives, artistic productions and promotional activities of tourism in conjunction with the current political and economic developments in the area. I make use of sources from various different academic disciplines, including archaeology, history, politics, education and history education, literary theory, as well as relevant samples from fictive writing, sculpture, poetry, touristic longform writing, and advertisements. In bringing together such diverse orders of discourse, the thesis attempts to map the expanding topographies of Mapungubwe - a venture that, I submit, has methodological and topical significance beyond the immediate field of inquiry. Through this work, the reader will be able to see how the language used to describe and inscribe meaning in Mapungubwe has changed over time, exposing the malleability of (precolonial) history in the hands of both professionals and non-professionals. The thesis makes clear to the reader the importance of 'popular' representations of history in the development of modern culture, both in terms of reproducing existing conditions, as well as resisting them. Finally, the thesis troubles the concept of the 'precolonial', and considers what changing purpose the period has had over time, how it shapes our view of history, and how we could alternatively envisage the precolonial and, thus, history.
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Pinto, Trent A. "The Impact of Racism on the Personal and Professional Lives of Student Affairs Professionals: A Mixed Methods Study." Antioch University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1574193385353026.
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Al-Maseb, Hend Batel. "Constructing a Professional Identity: Factors Supporting Choice and Empowerment among Bedouin Women Who Have Achieved Successful Professional Lives." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1395830398.
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Howarth, Stephen. "The spiritual dimension in the personal and professional lives of primary headteachers." Thesis, University of Huddersfield, 2011. http://eprints.hud.ac.uk/id/eprint/12003/.
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The research study investigates the spiritual dimension in the personal and professional lives of primary headteachers. The term ‘spiritual’ is interpreted widely to include its religious and nonreligious forms and to leave open the possibility of a variety of readings. The two research questions that give focus to the study are: 1. What is the nature of the spiritual dimension in the personal and professional lives of primary headteachers? 2. Is there a discernible connection between such a spiritual dimension and headteachers’ work in primary schools? Data were gathered through biographically-focussed case studies of six primary phase headteachers leading faith and community schools in England. Data-gathering procedures included biographical interviews, observations and scrutiny of documentation. The research study identifies three descriptive characteristics of the spiritual dimension: 1. that it is refracted through a range of relationships, which for some headteachers may include a relationship with the divine; 2. that it is given expression through headteachers’ dispositions and attitudes, perhaps informed by a consciousness of the divine or deep sense of human interconnectedness; and 3. that these dispositions and attitudes are fluid and layered, holding within them the potential for the profundity and intensification that distinguishes the term from the moral, personal or social aspects of primary headteachers’ lives, though they are related. The spiritual dimension, in this context, is associated with personal being and becoming, rather than the exercise of professional skills and know-how. What may be seen as spiritual activities, such as prayer or deep reflection on questions of purpose and meaning in life, seem to bring not just resilience or resolve to primary headteachers, but also affirmation of their work, particularly their care for their schools’ communities. The research study’s findings add to the growing understanding of the spiritual dimension of school leadership and offer a biographical contextualisation that has had more limited attention in studies of spirituality and headship. They appear to normalise the place of the spiritual in heads’ professional work and therefore to legitimise the language of the spirit in the discourse of school leadership.
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Freakley, Vivien. "Mapping professional lives : the study of the professionalisation of actors and dancers." Thesis, University of Warwick, 2002. http://wrap.warwick.ac.uk/1268/.
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This thesis explores the under-theorised and under-mapped area of labour supply within the field of artistic production. It agrees with cultural economists that the neoclassical economic theoretical models used to analyse the behaviour of artistic labour supply are inadequate - hampered by a lack of differentiated understanding of the employment modes, transactional roles and internal market relationships of artistic production. This thesis argues that generating a more powerful dynamic model for artistic labour behaviour depends on factoring in variables associated with work mode and functional role. There is evidence to suggest that artists and in particular, actors and dancers who are the subject of this study, mix a variety of functional roles in a mixed portfolio of entrepreneurial and employed work and the "mix" may change at different points in the career. Moreover, artists make apparently "irrational" work choices which cannot be explained by neo-classical economic theory. The thesis uses an empirical study of the working lives of eight performing artists to investigate the ways in which they act and inter-act within the artistic labour market. It finds that rational work choices are made which balance opportunities for accumulating reputation, investing in expertise, creative engagement and the minimising of financial risk.
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Roesch, Betsy Taylor. "The juggling act female administrators perform between their professional and nonprofessional lives." W&M ScholarWorks, 1996. https://scholarworks.wm.edu/etd/1539618806.
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The purpose of this study was to examine how full-time female college administrators juggle the responsibilities in their professional lives with those of their nonprofessional lives.;A total of thirty female administrators were selected from both private and public four-year institutions in eastern Virginia. Snowball sampling was used to identify the women who met the criteria of the study. The women were all full-time college administrators who had at least one child still living at home and at least one living parent. They were all members of the "sandwich generation". One-third of the women were African American.;Information on each woman was gathered by means of an individual two-hour interview which focused on the career decisions that the woman had made. Kurt Lewin's life space model was applied to these women's lives. their lives were divided into two regions, professional and nonprofessional. Issues that emerged from the professional region included promotion obstacles, mentoring, networking, college policies, and climate of the work place. Issues that emerged from the nonprofessional region centered on child care and parent care.;From the professional region, the women noted the following: (1) few blatant hiring and promotion obstacles; (2) more networking and less mentoring; (3) college policies focusing more on child care and less on parent care; and (4) more availability of flexible scheduling in public institutions than in private institutions.;From the nonprofessional region, the women noted the following: (1) Help from nuclear and extended family members can significantly reduce the women's stress; (2) African American women have available to them more extended family members; (3) Care for the elderly is less stressful when the elderly live close to family members.
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Law, Graeme C. "A sociological analysis of the monetisation of social relations within the working lives of professional footballers." Thesis, University of Chester, 2018. http://hdl.handle.net/10034/621614.
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In recent years one of the most commonly discussed issues in professional sport, and in particular Association Football, has been the pay of professional athletes. However, much of this literature is largely based on assumptions, speculation or broad financial reports, with little, if any, focus on the potential impact on the athletes’ lives. Therefore, the aim of this research was to examine the role money plays in the relationships within the working lives of professional footballers. Using professional football as a case study, this project examined a number of key areas: the consumption of products by footballers as a demonstration of economic power and wealth in an environment where wages are a taboo subject, the complex nature of contract negotiations and the impact this can have on relationships within their working lives. In addition to these areas, the thesis examined how money is used as punishment for players to try to encourage them to conform to the expected codes of behaviour set by club managers and officials, and ways in which players attempt to break their highly routinised daily life. Semi-structured interviews were conducted with 34 male professional footballers and analysed using concepts from the sociology of money. It is argued that image has become an important factor for many professional footballers. Displaying wealth through ‘conspicuous consumption’ was also important in an environment where wages are a secretive subject, as it is suggested that the ‘more you have, the better you are’ and therefore some players even felt that this would impact on the way in which they were valued by the club hierarchy (as well as their teammates within the club). Value was also important through contract negotiations, as the more a player was valued by a club, the greater balance of power they had within the negotiation process. It is argued the negotiation process has become more complex since the introduction of the Premier League, as more people are typically involved. It was also evident that money was a major factor for players when deciding on contracts or having to relocate, which led to feelings of loneliness for some players and their families. Players are heavily regulated and constrained within their lives, one-way players are constrained, by the club officials, is through financial punishment. Players discussed several methods of trying to break the routinisation that such constraints introduce. One of those was gambling. It is argued that some players, due to the technological advances, were able to gamble in a covert manner and keep their gambling losses private, which can impact on the performance, health and wellbeing of the players. Overall the results of this study highlight the increasing monetisation of social relationships within professional football and that such trends are significantly impacting on the relationships within the working lives of professional footballers.
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Weadon, Helen Ann, and res cand@acu edu au. "Teacher Learning Matters: The interrelationship between the personal and professional lives of rural teachers." Australian Catholic University. School of Education (Victoria), 2007. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp171.29082008.
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The aim of this thesis is to highlight the growing understanding that schools and all its members are continually learning. This has provided a new lens for educationists to view the professional and personal needs of teachers. Goodson (1996) refers to the fact that researchers have often omitted the ‘lived voice’ of the teacher in educational research. By this he means that the life stories and experiences of teachers, told by themselves, are ruled out as irrelevant data by many researchers. The early work of Hall and Morgan (as cited in Queensland Consortium for Professional Development in Education (1996)., and later Dreyfus and Dreyfus (1996) who based their work on the stages of nurse development, but adapted to assist with understanding the professional and personal lives of teachers, formed the initial interest in exploring the under researched area of teachers’ lives. This qualitative research study explores the interrelationship between the personal and professional lives of teachers especially those in mid to late careers in rural areas. Participants in this study completed a written survey and then oral contributions through focus groups or interviews. A model which illustrated the critical influences on teachers’ professional learning in their school was developed as a result of the analyses of the teacher data. This model highlighted the need for the provision of professional learning opportunities that incorporate the four major themes which emerged from this study. It also showed the need to maintain a learning culture in a school that is inclusive of all teachers regardless of their life or career stage. Reactions to this model were then obtained from the school principals, and from professionals working in the education system office. These reactions showed distinct variations to those of teachers. The teachers clearly had the view that teacher learning does matter to the life of a learning community. The challenge for rural schools is to provide teachers with professional learning opportunities that incorporate adult learning principles and empower teachers to take control of their own professional and personal learning.
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Lee, Hilary. "An exploration of the ways in which teachers navigate tensions in their professional lives." Thesis, University of Roehampton, 2018. https://pure.roehampton.ac.uk/portal/en/studentthesis/An-exploration-of-the-ways-in-which-teachers-navigate-tensions-in-their-professional-lives(2291f330-a8a0-43ca-a810-cbf0ba605de9).html.
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Despite the extensive research into teachers’ lives in recent decades, relatively little of it has focused on the experiences of motivated teachers. Past research has tended to focus upon the issue of retention in a profession that is dominated by regulation and performance measures. This thesis offers an original contribution to the field by exploring the experiences of established teachers who consider themselves to be motivated and who successfully navigate the tensions between the current education landscape and their personal values about teaching. The research provides insights into the complex context within which teachers work and the ways in which they manage this complexity. The methodology is grounded in the principles of adaptive theory which enables the analysis of subjective experience alongside analysis of pre-existing theories to reveal links between teachers’ actions and the structures and systems which affect them. As such, the research offers a new lens through which to consider the complex nature of teachers’ professional lives. The research consists of in-depth interviews with six teachers over the course of a year. The research findings reveal how successful teachers are able to adapt behaviours to negotiate tensions and take control of their own practice. The teachers in this study demonstrate curiosity and critical awareness of the issues in education that go beyond their daily practice. They have a deep understanding of their own values and the factors that influence them and are therefore able to position themselves within the profession and the organisation within which they work. This enables them to take positive action rather than merely cope with the challenges they face. The findings have implications for teacher training and development programmes and the ways in which they enable teachers to navigate and shape their own professional lives.
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Clarke, David. "The experience of gay male undergraduate nursing students : a qualitative exploration of professional lives." Thesis, Cardiff University, 2014. http://orca.cf.ac.uk/66149/.
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This thesis examines the experience of gay male student nurses during their university course, which leads to registration as a nurse with the Nursing and Midwifery Council. Using in-depth qualitative interviews I focus on the student’s choice of nursing as a career and their performance of sexuality within the differing spaces of their clinical placements and the university. This thesis explores how these gay student nurses negotiate their gender, masculinity and gay sexuality within the professional boundaries of nursing. Furthermore, it identifies how these students negotiate issues of caring and the formation of therapeutic relationships with their patients, as men and gay men. The theoretical framing of the thesis draws upon Goffman's theories of presentation and performance of the self and Rubin’s 'charmed circle'. Alongside analysis of interview material, I explore the space of the hospital from a personal perspective and interrogate its gendered and desexualized organization through the lens of human geography. Moving between these two analytical frameworks, I examine and draw together the experiences of these students and examine their negotiation of the nursing role as gay men. I argue that the experience of these students and the negotiation of their sexuality as student nurses is fraught and precarious due to the complexities and boundaries of professional nursing roles in contemporary healthcare. Within the conclusion I address the implications of my research for gay nurses, patients, educators and for those who recruit nursing students.
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Weadon, Helen Ann. "Teacher learning matters: The interrelationship between the personal and professional lives of rural teachers." Thesis, Australian Catholic University, 2007. https://acuresearchbank.acu.edu.au/download/13059746da236bfb5ce240db097bf1ff0f3704eeebdf35b28f2c67a874b6d6e2/1151083/65129_downloaded_stream_354.pdf.
Full textAbstract:
The aim of this thesis is to highlight the growing understanding that schools and all its members are continually learning. This has provided a new lens for educationists to view the professional and personal needs of teachers. Goodson (1996) refers to the fact that researchers have often omitted the 'lived voice' of the teacher in educational research. By this he means that the life stories and experiences of teachers, told by themselves, are ruled out as irrelevant data by many researchers. The early work of Hall and Morgan (as cited in Queensland Consortium for Professional Development in Education (1996)., and later Dreyfus and Dreyfus (1996) who based their work on the stages of nurse development, but adapted to assist with understanding the professional and personal lives of teachers, formed the initial interest in exploring the under researched area of teachers' lives. This qualitative research study explores the interrelationship between the personal and professional lives of teachers especially those in mid to late careers in rural areas. Participants in this study completed a written survey and then oral contributions through focus groups or interviews. A model which illustrated the critical influences on teachers' professional learning in their school was developed as a result of the analyses of the teacher data. This model highlighted the need for the provision of professional learning opportunities that incorporate the four major themes which emerged from this study. It also showed the need to maintain a learning culture in a school that is inclusive of all teachers regardless of their life or career stage. Reactions to this model were then obtained from the school principals, and from professionals working in the education system office. These reactions showed distinct variations to those of teachers. The teachers clearly had the view that teacher learning does matter to the life of a learning community.;The challenge for rural schools is to provide teachers with professional learning opportunities that incorporate adult learning principles and empower teachers to take control of their own professional and personal learning.
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Smith, Janice Louisa. "Taking care of careers: The working-lives of professional women in the careers guidance sector." Thesis, University of Warwick, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.526230.
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Fry, John. "'Life in the Travelling Circus' : a sociological analysis of the lives of touring professional golfers." Thesis, University of Chester, 2014. http://hdl.handle.net/10034/621727.
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As sports become more professionalised and international in scope athletes increasingly migrate from one country to another. These individuals are required to adjust and adapt quickly when moving internationally. Literature on sports migration, however, tends to focus on routes and pathways rather than the effects of movement on the athletes themselves. The aim of this study, therefore, was to explore how the frequent workplace circulation inherent in the lives of highly skilled migrants affects their social selves. Using professional golf as a case study, this project includes an analysis of family issues, relationships between players, pay and conditions, and technical approaches to playing golf. Interviews were conducted with 20 male professional golfers and analysed from a figurational standpoint. As golf tournaments are increasingly staged in a myriad of different countries players are required to spend longer periods of time away from home and experience intense feelings of loneliness and isolation. It is argued that golfers are not isolated in terms of people who they have around them while on tour, but rather in terms of lack of contact with people who they have positive meaningful feelings towards, such as their family and friends. To help reduce this loneliness, golfers develop behaviours that foster temporary we-group alliances with other players they perceive to be similar to themselves. People in such groups are friends, characterised by bonds of togetherness, while also enemies showing evidence of conflicts as they are in direct competition for a share of the overall prize money. Indeed the monetary rewards available for top golfers continues to increase, however, such recompense is only available to small numbers and the majority fare poorly. It is argued that the prize money breakdown fosters internalised behaviour constraints whereby many players 'gamble' on pursuing golf as their main source of income despite the odds against them. This habitus is strengthened given the significant financial investments many players have made to fulfil their childhood dreams, which further blurs their ability to see the reality of their lives. The result is many golfers are constrained to develop networks with sponsors for financial reasons which leaves some with conflicting choices between regular income, and adhering to restrictive contractual agreements, or the freedom to choose between different brands. As such, overall the results of this study highlight the importance of considering the cultural and social adaptations required in the life of a transient migrant.
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Thai, An Xuan. "The Impact of Working with Human Sex Trafficking Survivors on Clinicians' Personal and Professional Lives." Thesis, Virginia Tech, 2017. http://hdl.handle.net/10919/78903.
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This qualitative phenomenological study considered the experience of a clinician working with victims and survivors of human sex trafficking and their families. In the overwhelming majority of cases, family members were not involved in the clinical treatment of human sex trafficking survivors. The clinicians primarily worked with the individual client. The data from phone interviews was analyzed using thematic analysis, which resulted in the following themes emerging: vulnerability to secondary trauma, impact on the clinician's life, and self-care strategies and resources. The work with human sex trafficking survivors impacted the clinicians' personal, family, and professional lives. Limitations, clinical implications, and suggestions for future research are discussed.Master of Science
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Braxton-Robertson, H. Lara. "The relationship between control, commitment, and challenge and stress in the lives of professional women /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487841548269996.
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Hess, Lucinda Houser. "Male Army Nurses: The Impact of the Vietnam War on Their Professional and Personal Lives." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2574/.
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As American involvement in Vietnam escalated in the 1960s, the military's need for medical personnel rose as well. A shortage of qualified nurses in the United States coupled with the requirements of providing adequate troops abroad meant increased opportunity for male nurses. To meet the needs of Army personnel, the Army Nurse Corps actively recruited men, a segment of the nursing population that had previously faced daunting restrictions in the Army Nurse Corps (ANC). Amidst mounting tension, the Army Student Nurse Program began accepting men and provided educational funding and support. Additionally, Congress extended commissions in the Regular Army to previously excluded male nurses. Men answered the call and actively took advantage of the new opportunities afforded them by the demands of war. They entered the educational programs and committed to serve their country through the ANC. Once admitted to the corps, a large percentage of male nurses served in Vietnam. Their tours of duty proved invaluable for training in trauma medicine. Further, these men experienced personal and professional growth that they never would have received in the civilian world. They gained confidence in their skills and worked with wounds and diseases seldom seen at home. For many, the opportunities created by the war led to a career in military medicine and meant the chance to seek additional training after nursing school, often specialized training. Relying heavily on oral histories and the archives of the Army Nurse Corps, this study examined the role these nurses played in entrenching men as a vital part of the ANC.
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Lennox, P. Solomon. "Narratives of performance : an interdisciplinary qualitative ethnography investigating the storied lives of amateur and professional boxers." Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/4060.
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This thesis identifies the shared pool of narrative resources, which constitute the public discourses and cultural meanings of the sport of boxing, in order to examine how individual boxers engage with them when performing their narrative identities. It is argued that the shared pool of narrative resources for boxing contain myths and legends that are taken for granted and yet heavily invested in by boxers and academics alike. This project explores how individual boxers engage with these resources in order to make sense of their own experiences and to formulate their narrative identity. The thesis asks how a thorough investigation of the shared narrative resources, and their use by boxers, provides new insights into what the sport of boxing means to boxers, and how shared resources are engaged with in order to perform idiosyncratic ontological narratives. This project makes a unique contribution, as it is the first project of its kind to fully consider the relationship between the individual accounts provided by boxers and the narrative resources available to them. It pays particular focus to the narrative resources as they relate to amateur and professional boxers alike. Through a performance ethnography, and qualitative inquiry approach, research data was collected and co- constructed over a period of three years. This data informed the reading of boxing texts in order to ascertain what the shared pool of narrative resources were for boxers, and how individuals used and engaged with them. This project found that the narrative resources of boxing were powerful, persuasive, and provided vocabularies of motives for individual boxers. The shared pool of resources, whilst constitutive of the cultural 2 meanings of boxing, were engaged with by individual boxers to tell stories about the desire for transformation, communion, respect and generativity.
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Buckler, Alison Sarah. "Understanding the professional lives of female teachers in rural Sub-Saharan African schools : a capability perspective." Thesis, Open University, 2012. http://oro.open.ac.uk/39228/.
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This study examines an important dimension of the global challenge to achieve Education for All: the professional lives of female teachers in rural communities in Sub Saharan Africa. Teachers from five countries (Ghana, Nigeria, Kenya, South Africa and Sudan) provide a focus for exploring the relationship between official representations of teachers' work and the professional lives teachers create and experience. The official perspective is drawn from an analysis of documentary evidence and interviews with policy makers and officials. Teachers; perspectives are derived from an ethnographic and narrative analysis of data collected during fieldwork in schools. The thesis is framed by the capability approach. It compiles lists of professional capablities for each perspective and examines teachers' agency to pursue and achieve these capabilities. The thesis establishes that: the capability approach provides a frame of reference for understanding the professional lives of teachers. In particular it highlights disconnections between official and teacher perceptions of the teacher role and teacher effectiveness and makes visible patterns of agency teachers have within their professional lives. the predominantly deficit model of teacher work in Sub-Saharan Africa expressed in policy documentation and the literature fails to take account of the more complex ways in which female working lives are situated; for example the intersection of professional values with rurality and gender. teachers do not necessarily perceive rurality in negative terms, but rather the "conditions of support" associated with rurality. This defines a further dimension to teacher agency and has implications for re-examining the professional and administrative structures within which teachers work. The thesis concludes by proposing a model of professional capability for female teachers working in rural communities in Sub-Saharan Africa in a form that could engage research and policy communities, and suggesting grounds for re-thinking policy orientations to teachers working in such contexts.
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Chrostowska, M. "The illusion of autonomy : an ethnography of teachers' professional lives in a primary academy in England." Thesis, Liverpool John Moores University, 2018. http://researchonline.ljmu.ac.uk/8914/.
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This thesis reports on an ethnographic research of primary school teachers’ lived experiences of working and teaching in a school that had recently converted from a LA maintained community school to an academy. The aim of this doctoral study is to explore teachers’ work and capture the changing nature of the teacher professionalism in the new educational setting that is a primary academy. Academies are independent schools that are funded by the state but are managed privately. In England, academies built upon the ideas of the City Technology Colleges project developed by the former Conservative Government. They were also modelled on the international independent-state funded schools: charter schools in the Unites States of America and Swedish free schools. The first academies were opened in 2002 under the New Labour Government. At that time, the purpose of the Academies Programme was to address poor performance by creating different types of secondary schools in disadvantaged areas. Since 2010 when the Coalition Government took office, the academies programme expanded greatly encompassing primary schools. Since then, the rhetoric behind the Academies Programme revolves around greater freedom and autonomy for schools. The expansion of the Academies Programme has led to the growth in the number of teachers working in these settings. Yet, studies investigating the experiences of teachers working in academies, in particular those in primary academies, are limited. Therefore, this ethnographic research set out to address the gap in what is currently known about implications of the Academies Programme for teachers’ work and professionalism. In relation to this, teachers’ professional autonomy constitutes a central theme in the analysis presented in this thesis. The fieldwork was conducted over the period of one school year (September 2014-July 2015) in Bricklane Primary Academy (pseudonym) situated in an inner-city location in the North West of England. The data were generated through the use of participant observations, photographs, documentary analysis, informal conversations and ethnographic interviews and focus groups. The research participants included teaching staff and academy senior leaders who work in Bricklane Primary Academy. Frostenson’s (2015) three levels of teachers’ professional autonomy provides a framework for analysis and presentation of the research findings. Drawing upon labour process theory, the main findings of the research indicated that the work of primary academy teachers is greatly constrained by policies at school and at national levels that limit teachers’ professional autonomy. The findings suggest that the Academies Programme has contributed to diminishing the professional autonomy of teachers and thus contradict the policy rhetoric underpinning academies which promulgates greater freedom and autonomy.
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Goulandris, A. "Continuity and change : the professional lives and culture of self-employed barristers in England and Wales." Thesis, City, University of London, 2016. http://openaccess.city.ac.uk/17678/.
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This thesis explores how self-employed barristers responded to the reforms that have reshaped the profession in the last 25 years, to assess if and how their professional lives and perceptions of Bar identity and culture have changed as a result. The loss of its advocacy monopoly, cuts to legal aid, the liberalisation of the rules governing the Bar’s working structures and external regulation go to the core of the reforms. It is a qualitative study, based on semi-structured interviews with barristers and chambers staff, together with observation in chambers, at court and at informal and formal Bar events over a period of 18 months, triangulated by in-depth reading of the trade press, the national media, social media and official pronouncements from the profession’s representative and regulatory bodies for the same period. The study takes into account the literature on the sociology of the professions and tests its applicability to the Bar’s distinct and idiosyncratic structures and ways of working. It considers Abbott’s (1988) professional development thesis, which focuses on jurisdictional battles between professions for control over tasks and the attendant changes that emerge as a result of such conflicts. It further considers a range of studies on the concept of professionalism and, with reference to the legal profession, how it has been developed in the light of commercial, regulatory and managerial reform. It concludes that much of that literature focuses either on other professions or on the solicitor branch of the legal profession, which are different in structure, governance and professional culture and is thus not always applicable. The findings develop existing research on the Bar or create new knowledge and point to a more commercially oriented and management driven Bar. The chambers model has evolved significantly, as have practitioners’ views and methods of seeking work, in an effort to be more customer-centred and competitive. Regulatory reforms have reshaped chambers’ organisation and accountability, as well as entry, selection and training processes. Pupillage numbers are down, obliging prospective new entrants to be even more highly qualified, motivated and entrepreneurial to get in. The dramatic reduction in legal aid, together with a decrease in work has resulted in a two-tier profession, with something of a winner/loser dichotomy. Although interviewees share a strong sense of professional identity and culture, there are those that feel the profession has fragmented.
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Luce, Marjorie Brandt. "The nexus of a southern teacher's personal and professional lives : the life history of Miss Callie /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487848078451592.
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Le, Vu Phung Nhi. "The Influences of Misogynist Online Harassment on German Female Journalists and their Personal and Professional Lives." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1594828390923411.
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Camua, Thelma DeLeon. "Professional vs. personal needs the effects of work hour reduction on the lives of surgery residents /." Connect to Electronic Thesis (CONTENTdm), 2008. http://worldcat.org/oclc/442931163/viewonline.
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Rogers, Juliette R. "The political lives of dairy cows : modernity, tradition, and professional identity in the Norman cheese industry." View abstract/electronic edition; access limited to Brown University users, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3318354.
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Wiseman, A. "Investigating the personal in professional development : analysing Bulgarian educators' narratives of change in their professional lives during a period of post Soviet educational reforms." Thesis, University of the West of England, Bristol, 2017. http://eprints.uwe.ac.uk/30137/.
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This thesis explores the development of a group of teacher trainers’ professional lives following their involvement in a teacher training project in Bulgaria in the 1990’s. The study investigates if and to what extent the trainers perceived their professional lives to have developed as a result of their involvement in the project. The researcher returned to the group of trainers 15 years after the project end to ascertain the long term impact of the project on their professional lives. This study uses a qualitative methodology focusing on narratives collected from semi structured interviews conducted over a three year period with six of the original trainers from the project. The data from the interviews was analysed using three different approaches, and a software analysis package was also used. The research findings show that although the changing political and education context in the 1990’s impacted on the trainers’ professional lives, the project was the springboard to help them develop and reformulate their professional lives. Findings show that involvement in the project had many unanticipated outcomes. Although it was emotionally challenging for some, involvement in it gave them confidence, extra status and helped some gain prestigious posts. It therefore substantially affected the trainers’ professional lives. The research concludes that interventions which involve a change process have a positive and long lasting impact on the participants which is rarely acknowledged. It proposes that for projects to be successful, sustainable, and inclusive, more attention should be paid to the intended participants by involving them at all levels of the planning process. Additionally, it is suggested that an evaluation of the long term impact of a project on its participants should be embedded in any project design.
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Shaver, Randall R. "The impact of the principal socialization experience on the professional lives of selected Wobegone county schools principals." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1482Shaver/umi-uncg-1482.pdf.
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Thesis (Ed.D.)--University of North Carolina at Greensboro, 2007.Title from PDF t.p. (viewed Feb. 29, 2008). Directed by Ulrich C. Reitzug; submitted to the School of Education. Includes bibliographical references (p. 287-293).
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Mucheck, Judith Lynne. "A Case Study of a Gender-Reconstructed Catholic University: The Professional Lives of Four Women Faculty Members." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/eps_diss/26.
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Catholic universities across the United States are perceived as some of the most prestigious institutions of higher learning in the world. As communities of intellect and faith, they have been successful in educating generations of leaders in both the sacred and secular arenas. In the past forty years, they have also been subject to market forces which have forced a re-examination of their fundamental mission of the singular education of young men. Since the late 1960s these same institutions have admitted women undergraduate and graduate students and have seen an increase in the number of their women professors. Utilizing a qualitative research method, this study seeks to better ascertain the current milieu for women faculty members by examining issues of the experience of women scholars; institutional policies and practices which support of hinder the professional life of women faculty members; the role of scholarship, teaching, and service; the reltionship between women faculty members as a whole; and the articulation of the mission as it relates to diversity. Findings indicate that most university policies continue to favor the advancement of male faculty members; that the founding religious community exerts considerable influence over the programming of the university; that women faculty members engage in service but find their most significant intrinsic reward in the activity of teaching; that while most women faculty members cite the absence of a mentor for their own professional development, they find support in their relationships with other women faculty members on campus; and that women faculty members believe in the importance of the notion of diversity as a favorable attribute they rate particular and sincere outreach efforts as being ineffective.
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Owusu-Kwarteng, Louise. "'Between two lives' : parenting and impacts on academic, professional achievements and socio-emotional outcomes for British-Ghanaians." Thesis, University of Greenwich, 2010. http://gala.gre.ac.uk/7138/.
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Research undertaken within the Sociology of Education frequently highlights concerns about the underachievement of Black students in education and, later, within the labour market. Yet, there are a number of shortcomings associated with research in this area. Firstly, there is a tendency to homogenise the achievement levels of all Black students. Thus observations made about the outcomes of African-Caribbean students are often applied to all other Black groups. When distinctions between African and African Caribbean groups have been made, the achievement levels of students from different African backgrounds are often merged, creating a misleading impression of their different academic outcomes. Secondly, studies seeking to provide explanations for the low attainment levels of Black students are often critical of life within Black families, in particular their assumed use of an „authoritarian‟ parenting style, which is seen as creating psychological problems in children and as hindering their achievement. Effectively, such notions serve to pathologise Black families in Britain. This thesis presents a critique of existing studies concerning Black families in Britain and the academic achievement of Black (African) children, and also seeks to address existing gaps in the knowledge about Black Africans residing in Britain. Life history interviews were conducted with 25 British-Ghanaians who have achieved highly in their academic and professional pursuits. The findings suggest that not all parents adopted an „authoritarian‟ approach when raising their children, and that those who did were influenced by their own socialisation experiences in Ghana. While some respondents experienced some socio-emotional problems resulting from their „authoritarian‟ socialisation, these were generally resolved and did not have a long-term impact on their attainment. The thesis also suggests that the use of discipline, associated with this parenting style, may have had some beneficial effects in relation to respondents‟ academic and professional outcomes.
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Sargeant, Richard A. "The impact of marketisation on the professional lives and identities of Black practitioners in UK further education." Thesis, University of Sheffield, 2007. http://etheses.whiterose.ac.uk/10296/.
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The extent to which marketisation has impacted on the professional lives and career development of black practitioners within UK further education has been largely overlooked. Most studies have assumed a homogeneity of experience of the managerialism which resulted from the enactment of the Further and Higher Education Act 1992. Using a phenomenological approach, this study explores the experiences of ten black educators within further education, interpreted from their narrated professional life stories. The respondents revealed the clash between race and markets and the impact which this had both on their own careers, and on the opportunities offered to black students within further education. The research reveals the professional identities taken up by the ten respondents in response to marketisation, and develops a new typology of black professional identity which demonstrates the plurality of responses amongst black educators, and the consequences of taking up particular identities on career development. This study also reveals that, despite national initiatives which claim to be designed to increase the diversity of the further education workforce, most respondents were either leaving, or were seeking to leave, the further education sector. This study gives voice to the changes to policy and practice which respondents considered essential if race equality is to be delivered within further education, and seeks to render visible the experiences and concerns of a largely overlooked cohort within the further education workforce.
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Miller, Paul Washington. "Professional lives in transition : the experiences of overseas trained teachers from the Caribbean in London's secondary schools." Thesis, University College London (University of London), 2009. http://discovery.ucl.ac.uk/10019893/.
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Mucheck, Judith Lynne. "A case study of a gender-reconstructed Catholic university the professional lives of four women faculty members /." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-11282007-162611/.
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Thesis (Ph. D.)--Georgia State University, 2007.Title from file title page. Philo Hutcheson, committee chair; Mary Deming, Sheryl Gowen, Christine Coley, committee members. Electronic text (116 p.) : digital, PDF file. Description based on contents viewed Oct. 6, 2008. Includes bibliographical references (p. 105-112).
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Walter, Cheryl Michelle. "Physical activity in the lives of two generations of black professional women in the Nelson Mandela Metropolitan Municipality." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/664.
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The association between physical inactivity, adverse health and hypokinetic diseases has been widely researched. There is an increased risk of being overweight, and of developing certain chronic diseases and suffering premature death associated with physical inactivity (Young, Miller, Wilder, Yanek & Becker, 1998). Recent surveys and studies have revealed that the majority of the South African population has moved extensively along the epidemiological transition towards a disease profile related to Western lifestyle, where deaths due to chronic diseases of lifestyle is a great cause for concern (Steyn, 2006). Black women, in particular, have been identified as a high risk group with the highest levels of inactivity and the highest levels of overweight and obesity in the country (SADHS, 1998; WHO, 2005). Although there is a growing body of knowledge and research on physical activity in general, there is still a lack of data on the determinants and barriers to participation in physical activity (Lambert & Kolbe-Alexander, 2006). Cultural patterns and economic, political and ideological orders affect the participation of women in sport (Hargreaves, 1994:5). Black women in South Africa have been disadvantaged by the past government’s policy of apartheid, and have also been marginalized and oppressed in their own patriarchal societies. The first democratically elected government in 1994, however, committed itself to gender equality and women’s emancipation, with constitutional guarantees on equality and an affirmative action policy to address gender inequalities. In order to evaluate the extent of the beneficial impact of these political changes in women’s lives, this study proposed to investigate physical activity patterns in the lives of two generations of black professional women (teachers, nurses, social workers and public managers) from the Nelson Mandela Metropolitan Municipality. The objectives that guided the research were: • To describe and compare the physical activity patterns and health status of two generations of black women through questionnaires, physical activity records and mechanical devices. • To explore and describe the psychosocial context and socio-cultural influences on physical activity in the lives of the participants. xi • To explore and describe the participants’ perceptions and attitudes, motivations and constraints relating to physical activity. • To use the research findings to compile guidelines to promote physical activity participation among black women. A mixed method approach using both quantitative and qualitative methods was selected to achieve an holistic understanding of physical activity in the lives of black South African women. The older generation (OG) of professional women was comprised of community teachers, nurses, social workers and public managers (n=111, aged 35 to 45 years, mean age = 39.87 years). These women, through their occupations, were in constant contact with the community and could be regarded as role models who influence community lifestyle, attitudes and behaviour. The younger generation (YG) (n=69, aged 18 to 21 years, mean age = 20.12 years) was comprised of teaching, nursing, social work and public management students in the Nelson Mandela Metropolitan Municipality. The objective of the quantitative section of the study was to provide baseline information on the physical activity patterns and health status of these two generations of black professional women. Physical activity and health questionnaires were administered and the ActiGraph GT1 accelerometer was used to provide an objective measure of energy expenditure. The objective of the qualitative data collection was to explore and describe the psychosocial context and socio-cultural influences on physical activity in the lives of the participants, and to investigate their attitudes to and perceptions of physical activity, and their motivations and constraints related to it. In-depth qualitative interviews were held with the participants who wore the ActiGraph, and a group of 47 were interviewed (sample size determined by data saturation from the interviews). An explorative-descriptive research design was used in the study. The sampling method was purposive and criterion-based. The younger generation of students were mostly selected from the various campuses of the Nelson Mandela Metropolitan University, while additional student nurses were recruited from the Lilitha Nursing College in the Nelson Mandela Metropolitan Municipality. The older generation of professionals were recruited from schools and clinics in the areas of New Brighton, Kwa-Zakhele, Zwide, Motherwell and Kwa-Nobuhle (all historically black areas), the Eastern Cape Department of Social Development, non-government organizations and the Nelson Mandela Metropolitan Municipality. xii The quantitative data were analysed by means of descriptive and inferential statistics. The qualitative data was analysed according to the steps described in Creswell (2003). The results of the quantitative data indicated that prevalence of overweight and obesity among both the YG and OG was high. The mean BMI for the YG and OG were 24.71 kg/m2 and 31.27 kg/m2, respectively, with 41% of the YG and 86% of the OG falling into the overweight/obesity category. BMI was significantly greater (p<.05) for the OG than for the YG. In addition, both the OG and YG had satisfactory scores for the health-related behaviour measures (the Belloc and Breslow Lifestyle Index and the HPLP). All the physical activity measurements (the FIT Index of Kasari, the GPAQ and the ActiGraph data) confirmed that both the YG and OG were not sufficiently physically active. They did not meet the Centre of Disease Control (CDC) and American College of Sports Medicine (ACSM) recommendation of engaging in at least 30 minutes of moderate-intensity physical activity on most, or preferably all, days of the week. The YG were significantly more active than the OG in all the physical activity measuring instruments. They were still, however, not reaching the health enhancing physical activity (HEPA) level (≥7 days of any combination of moderate and vigorous activity, ≥ 3000 METmins/week). Pearson Product Moment correlations were calculated to determine the relationship among the various measurements of physical activity o the one hand and the relationship between the measurements of physical activity and the health-related behaviour measurements on the other hand. The correlational analyses highlighted a good cross-validation of the various measures of physical activity. There was a significant correlation between the measures of leisure time physical activity, that is the FIT Index, and the leisure domain of the GPAQ. There was also a significant relationship in the area of walking or steps taken, that is the ActiGraph steps and the GPAQ transport domain. There was also a significant relationship between the overall measures of physical activity, that is the GPAQ total score, and the ActiGraph calories. The correlations between the various physical activity and health related behaviour measures revealed that only the leisure related physical activity measurements, that is, the FIT index and the GPAQ leisure domain, had a significant correlation with the two health related behaviour measures, namely the Belloc and Breslow Lifestyle Index and the HPLP, respectively. xiii The results from the qualitative data revealed that both the OG and YG had positive attitudes towards physical activity participation (displayed by their awareness of the many benefits, their expressed intention to start exercising, the encouragement given to their children in relation to physical activity participation), even though the majority of them were not active on a regular basis. Participants recognized the educational, recreational and developmental importance of being physically active, a shift in attitude from their own upbringing and lifestyles. Regardless of how firmly people may believe that physical activity is beneficial to their health, there are many barriers, whether real or perceived, that represent significant potential obstructions to the adoption, maintenance, or resumption of participation in physical activity (Booth et al., 1997). Three sub-themes were identified in relation to the barriers to physical activity participation, namely personal factors, environmental factors and socio-cultural factors. The personal factors included time constraints, stress and tiredness, lack of motivation, negative school experiences, negative associations with exercise and financial constraints. The environmental factors included residential areas, availability of recreation and sports facilities, and safety. The socio-cultural factors were lack of social support, exercise “not being a part of African culture”, traditional roles of males and females, dress code, exercise associated with the young, exercise associated with undesirable weight loss and negative comments by the community. On the basis of research findings, guidelines were drawn up for the promotion of physical activity participation among black women.
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Linhares, Robert D. "The impact of a foreign assignment and subsequent repatriation experiences on eight returned expatriates' personal and professional lives." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3315917.
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Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2008.Title from PDF t.p. (viewed on May 8, 2009). Source: Dissertation Abstracts International, Volume: 69-07, Section: B, page: 4431. Adviser: Rex Stockton.
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Jay, Joelle K. "Matters of reflection in quality teaching : a study of teachers' reflection in the contexts of their professional lives /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/7917.
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Hendy, Lesley Mary. "Teachers and the implementation of change : the careers of five women teachers examined through the stories of their professional lives." Thesis, University of Sussex, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.487934.
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Much educational literature is concerned with the implementation ofchange and explores the reasons that change has not happened at the pace set by successive Governments. Many questions are raised about the process ofpolicy change, how schools can effect school improvement, the role of Continuing Professional Development and the effectiveness ofInitial Teacher Training: . However, all these issues impinge on both the personal and professional lives of teachers and without engagement with the experiences, convictions and practices of individual teachers, understanding the change agenda is problematic. Ifwe are to understand educational change then research into these areas ofteachers' lives is essential. That is the purpose ofthis thesis. In this thesis qualitative methods ofresearch were used to inquire into the professional stories of five women teachers whose teaching careers span the last forty years from the Plowden Report in 1967 to the present day. This thesis addresses how their training and experiences as professional teachers have shaped their teaching lives and their ability to manage change. With reference to recent research literature on educational change and narrative inquiry it investigates how a small sample ofwomen teachers are coping with the centrally instigated reform agenda that can appea~ to put in tension deeply held convictions with new ways ofteaching. The story ofthe author is also bound up with those ofthe teachers interviewed and was integrated into the text. The main focus of the thesis is on how new ideas, imposed on schools from 'outside-in', are received, acted upon and put into practice by teachers. The research examines not only the journey of new initiatives in a school setting from introduction to use in the classroom but also the effect this has on the participants who have to implement them. Teachers portrayed the change agenda as taking place despite them rather than inviting them to be part ofthe reform process. They adapted and justified their practice to fit their own ethos. There was evidence that implementation depended greatly on whether the knowledge was new to them or was building on their previous experience. From the findings implications are drawn for the training and professional development of teachers.
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Nadeau, Roger. "Study of the Influences of a High School Career Exploration Program on the Adult Professional Lives of Former Program Participants." ScholarWorks@UNO, 2005. http://scholarworks.uno.edu/td/270.
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This phenomenological study documented the influences of a high school career exploration program, Experience-Based Career Education (E.B.C.E.), on the professional lives of nine adults who are former program participants. E.B.C.E. was an experiencebased, student-centered program that helped students develop long-term career goals and then reassessed those goals based on community-based, externship experiences. The findings in this study indicate that the utilization of John Dewey’s experiencebased, student-centered philosophy, the basis for E.B.C.E., effectively enhanced the learning process. The study's data, which was gathered exclusively through an Internet focus group session and follow-up email questions, documented the long-term influence of E.B.C.E. on program participants at Ellen Martin High School, a school that admitted only honors students in a large city in the South. E.B.C.E. participants from Ellen Martin High School participated in the Program for the last two years of high school. Program participants discovered their career interests and researched their career options while learning job skills and life skills during their junior year of E.B.C.E. Their non-paid externships, during their senior year of E.B.C.E., helped students learn how they might fit into the adult work world. Study participants developed life guides/philosophies, such as the importance of responsibility, commitment, dedication, and hard work. Adult mentors played an important role in the lives of the E.B.C.E. students, both personally and professionally and several study participants have maintained contact with their former E.B.C.E. mentors. These mentoring experiences helped E.B.C.E. participants develop a sense of confidence about their abilities in the adult world. They have maintained this sense of confidence in their present profession. Most of the study's participants experienced flow, a condition linking high challenges to feelings of enjoyment, self-worth, and ongoing development, based on their successfully meeting challenges. Some of these challenges were purposely placed in the paths of students to test them while they participated in E.B.C.E. The positive feelings about overcoming challenges, in the adult work world led E.B.C.E. students to seek higher level challenges and this recursively upward pattern of seeking higher challenges has led them to continue seeking higher challenges in their professional lives.
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Meng, Ling. "Teachers' lives : a life history narrative inquiry into Chinese college English teachers' professional development in the context of Chinese culture." Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/15781.
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Although each of the life stories and cases of teachers are personal and specific, and although they have already become subjects of attention for anthropologists, educationalists, sociologists and psychologists, there is still a lack of in-depth research examining the actual processes and dynamics of teaching careers as experienced by individuals. This is especially true of China. The actual situation of teachers’ professional development in China remains a mystery. Since biography, the changes in society and their impact on education are intimately connected, this study intends to uncover and explore these connections in relation to Chinese College English teachers. It discusses and studies eight Chinese College English teachers’ professional development stories in the specific context of one university. The main aim of the study is to reveal how those teachers in a Chinese context and at different stages of their careers, construct, maintain and develop their professional identities. The study explores, in particular, how far China’s educational changes over the past sixty years (1949-2009) have impacted on these three groups of Chinese College English teachers’ professional identities. The focus on teachers’ lives in this study will enable the teachers’ voice to be heard. The study draws data from three groups of Chinese College English teachers: early-career, mid-career and late-career, reflecting the footprints of China’s educational changes over the past sixty years. It hypothesises that the professional identity construction of these teachers may be influenced by the Chinese historical background that their professional development may be a microcosm of Chinese history of education and that the career of each group may be in stark contrast with the others. To fully understand their professional development, a life history narrative was adopted. During eight-week’s fieldwork, a series of in-depth interviews combining topical interview with narrative interview were carried out with eight College English teachers at Sun Yat-sen University. A voice-centred approach combining (i) a voice-centred relational method of data analysis with four steps of reading and (ii) thematic narrative analysis was undertaken. Drawing on stories identified from Reading 1 and combining it with thematic narrative analysis method, I looked for what I think to be ‘critical events’. In Chapter 4, teachers’ stories are told in ‘I’ poems generated from Reading 2, which combines longer summaries of the content of the transcript and direct quotes to illustrate diverse and sometimes conflicting factors which influenced the development of teacher identity along with the participants’ professional teaching journeys. The narratives of each individual are guided by the processes they went through in their professional development (becoming a teacher - being a teacher - future development) and therefore were able to illustrate any general patterns that could be found in other interviews. Participating teachers’ stories illustrate the complexity of the experiences of Chinese College English teachers. Their experiences have shown the dynamic nature of teachers’ professional identity construction in times of educational changes. Their stories illustrate how the broader sociocultural and political context shapes teachers’ professional identity and how teachers play out their agency throughout the process of their professional identity construction. Based on roles emerging from Reading 2 which focuses on how the teachers speak about themselves and combining it with thematic narrative analysis, teachers’ professional identity construction is examined through the lens of what they do (their professional role identities) in Chapter 5. The findings show that no matter which career stages they were at, they are all capable of taking on the roles of manager, professional, acculturator and researcher. The construction of role identities is a self-internalised process, which needs continuous negotiation through interactions in specific social settings. In Chapter 6 teachers’ professional identity construction of the relational context of teaching was explored by combining thematic narrative analysis with Reading 3 which focuses on how teachers talked about themselves in relation to others. From the difference between teachers at different career stages, the findings reveal the teachers’ professional identity construction is a process of self-mirroring based on their understanding of how others (especially students and colleagues) perceive them. Moreover, there are two steps of the self-mirroring process: the individual recognises who she or he is and the individual identifies her or his uniqueness. Since the second step only showed in the mid and late-career teachers’ stories, the first and second step appears to be in a sequence. The connection between the teachers’ professional identity construction and the context was investigated in Chapter 7. In this chapter thematic narrative analysis is combined with Reading 4 which sets the context by placing the teachers within the cultural context and social structure. Analysis showed the teachers’ sense of professional identity appears to be largely characterised by their personal histories and experiences and it is constantly reshaped by the new relationships developed within the professional context where the initial conception of teaching and teachers confronts changes. Throughout the participating teachers’ life stories, even though they were unique, they were not disengaged from society and context. On more than one occasion, they made reference to different social and contextual issues that were shaping their selves either consciously or unconsciously. Additionally, when the narratives of all participating teachers are brought together they reveal important aspects of how the broader community - society and context - behaves and evolves. The contextual influences in teachers’ professional identity construction in this study could be classified in three main categories: micro-social, meso-social and macrosocial, which are interwoven with each other. Furthermore, the study provides the evidence to show that teachers’ career stages, employment status and life stage/age all contribute to their perceptions of their professional identity construction. Through each teacher’s stories, we are able to get to know each teacher as a whole person with complex lived realities. Those individual voices can be put together to show the collective voices from each group and those groups can be put together to show the collective voices from the cohort of eight College English teachers. The research is significant in collecting individual voices from Chinese College English teachers, and building their collective voice through exemplification, orchestration and amplification. Individual stories are examples which show how teachers live and struggle in their meso context with cultural uniqueness and the macro context of reforms. The hypothesis (see page iii) was not fully upheld – i.e., personal/individual and meso context seemed much more significant than macro. Teachers’ experiences and interpretations are orchestrated through comparing, contrasting and building theory/theories from the ground stories as an attempt to produce a new but coherent narrative at an intellectual level. The orchestration of teachers’ voices can be amplified in terms of its scope of impact and to inform the public of the subjective reality experienced by teachers. This small-scale, in-depth research project attempts to begin that process. It is anticipated that it will resonate with teachers who lived under the same context, and illuminate their perspectives for those who did not.
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Jacobs, Mary Margaret. ""Get up and get on": literacy, identity work and stories in the lives of families residing at a homeless shelter." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/2529.
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In this qualitative research study, I examine the literacy practices of five families who resided in a homeless shelter with attention to the complexity of literacy as it is taken up for fulfilling cultural and social goals within families, neighborhoods, and communities. Literacy is complicated through the lens of literacy sponsorship (Brandt, 2001) to suggest the differential access people have to literacy and the power sponsors have to sanction particular forms of literacy while dismissing existing literacies that families use in their everyday lives, but are undervalued in schools and the marketplace. Data collected from parent interviews and a family literacy program at the shelter shape the counterportraits (Meyer, 2010) intended to challenge the official portrait of homelessness. The analytical tool of dialogical narrative analysis (Frank, 2012) aided my identification of stories in the interviews that illustrated how parents perceived their lives before coming to the shelter, at the shelter, and how their lives would change beyond their stay at the shelter. The notion of "capital D" Discourses (Gee, 2005) supported my examination of how the parents engaged in overlapping Discourses that allowed them to contest deficit perspectives pervasive in the official portrait. The resulting counterportraits suggest that the official portrait is largely dismissive of the social problems associated with stark inequality in U.S. society. Complicating the role of literacy within this larger context of inequality is necessary to understand the wide gulf between the official portrait and the counterportraits represented in this report.
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Hayes, Angelyn. "Conditions of Possibility and Agency: A Qualitative Inquiry into the Professional Lives of Three Women in the Liberal Arts Academic Disciplines." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-04122007-074609/.
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Thesis (Ph. D.)--Georgia State University, 2007.Title from file title page. Philo A. Hutcheson, committee chair; Donna Breault, Susan Talburt, Benjamin Baez, Elaine Manglitz, committee members. Electronic text (214 p.) : digital, PDF file. Description based on contents viewed Mar. 26, 2008. Includes bibliographical references (p. 171-183).
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Thorne, Claudia Colleen. "Lives Linked Through Heart, Mind, and Hands| African American Professional and Managerial Women's Journeys Through Caregiving for Elderly Parents| A Phenomenological Study." Thesis, Howard University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10748046.
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This study explored caregiving among African American women baby boomers, born between 1946-1964, who are caring for older parents and who are working in professional and managerial positions. The purpose of this study was to describe the lived experience of these caregivers including their perceptions of caregiving, the impact of caregiving on their professional lives, the accommodations they make to balance professional roles and responsibilities, and the supports that are available to them. Utilizing a phenomenological research design approach, this research study explores and describes the intricacies of the lived experience of a purposefully selected sample of 20 African American professional women caring for older parents. The knowledge generated from this research study will provide new insights into caregiving among African American professional women to inform social work practice and to influence the development of culturally appropriate workplace policies to support caregivers.This research study explicates the meaning, structure, and essence of caregiving for African American professional women caring for older family members. The study emerges from the intersection of the life course perspective, stress process perspective, and role theory to create a conceptual framework describing the caregiving experiences of African American professional women baby boomers.The study generates a caregiving perspective for professional African American women and adds to the strength-based and empowerment perspectives of culturally relevant caregiving research.