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Journal articles on the topic 'Stereotipi professionali'
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Buccini, Francesca. "L'educazione di genere tra teoria e prassi: itinerari di ricerca per l'infanzia." EDUCATION SCIENCES AND SOCIETY, no. 2 (November 2020): 355–66. http://dx.doi.org/10.3280/ess2-2020oa9485.
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Il superamento del gender gap nei percorsi di studio, in particolare in quelli scientifici, necessita di una formazione attenta alle differenze fin dai primi gradi dell'istruzione. L'interesse verso le differenti discipline presenti nel curricolo scolastico tende a manifestarsi proprio durante le prime fasi di scolarizzazione influenzando, in modo determinante, le scelte formative e professionali future. È fondamentale considerare l'influenza che la famiglia e la scuola esercitano nell'indirizzare, seppur in modo implicito, le bambine/ragazze verso un determinato percorso di studio e quindi poi professionale e riconoscere l'importanza dell'educazione soprattutto nella prima fase di vita. In questa prospettiva, alla luce delle recenti evidenze neuroscientifiche, il contributo intende riflettere sul ruolo che la scuola di base e i relativi ambienti di apprendimento possono svolgere nella decostruzione di stereotipi e pregiudizi attraverso gli stimoli offerti dai docenti che, grazie alle loro capacità relazionali, saranno in grado di orientare le pratiche educative e cogliere in ogni alunna/alunno l'unicità, il suo essere irripetibile e portatore della propria diversità
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Santos, Ana Sofia, Filipa De Almeida, Tomás A. Palma, Manuel Oliveira, and Leonel Garcia-Marques. "The cultural stereotype of professional groups: Consensus, accessibility and typicality of stereotypic contents." Análise Psicológica 35, no. 4 (December 26, 2017): 557–68. http://dx.doi.org/10.14417/ap.1385.
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Rajković, Marija, Sanja Ratković, Jovana Stanisavljević, Adi Hadžibegović, Marija Stević, and Miodrag Milenović. "Women in anesthesiology: Gender stereotypes and prejudice: Women in anesthesiology." Serbian Journal of Anesthesia and Intensive Therapy 43, no. 1-2 (2021): 25–30. http://dx.doi.org/10.5937/sjait2102025r.
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Introduction: Women make up an increasing portion of the physician workforce in anesthesia, but they are consistently under-represented in academic anesthesiology and leadership positions. The objective of this study is to provide a current update on the role of women in anesthesiology in Belgrade, Serbia. Methods: A cross-sectional observational study was conducted during September and October 2013 amongst anesthesiologists at ten tertiary health care institutions in Belgrade. The study population was 272 anesthesiologists. Participants' consent and ethical approval were obtained. The questionnaire captured basic sociodemographic and work-related characteristic information: age, sex, level of academic and professional postgraduate education, the managerial position of the section or department. Sociodemographic characteristics were tested in relation to sex by Pearson's chi-squared test. Results: The response rate was 76.2%. Over two-thirds (70.7%) of respondents were women. One-third of female participants (34.5%) and 23.3% of male participants had obtained additional academic achievements; 35.2% of female participants and 40.0 % of male participants had been in managerial positions. Statistically significant gender discrepancies in the additional academic education and upper-rank leadership positions were not detected. Conclusion: Female anesthesiologists in Serbia have achieved parity with men in the highest academic ranks and leadership positions. These women may play an important role in mentoring future generations of female physicians and inspiring them to achieve their professional goals.
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Arace, Angelica. "Stereotipi e disuguaglianze di genere nell'istruzione scolastica." MINORIGIUSTIZIA, no. 3 (January 2021): 23–32. http://dx.doi.org/10.3280/mg2020-003003.
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Gli stereotipi di genere condizionano, sin dalla scolarizzazione di base, atteggiamenti, preferenze e impegno nei confronti delle diverse materie scolastiche: quelle scientifiche e tecnologiche vengono etichettate come più confacenti ai maschi, mentre le materie umanistiche sono considerate più "da femmine". Numerosi studi dimostrano che tali stereotipi influenzano le scelte formative e gli esiti scolastici dei ragazzi e delle ragazze e sono responsabili di meccanismi di segregazione formativa e professionale che distinguono nettamente tra percorsi di studio e mestieri adatti agli uomini e alle donne. La letteratura evidenzia inoltre come sia di primaria importanza attuare programmi sociali ed educativi di contrasto alle disuguaglianze di genere nelle opportunità formative e di successo scolastico, sia per i maschi sia per le femmine, come dimostrato dai dati sull'abbandono scolastico e sui giovani Neet.
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Yusoff, Nur Hafizah, Zurinah Tahir, Novel Lyndon, Norhafizah Abu Hasan, and Yuza Haiqal Mohd Yunus. "Wanita dan e-Sukan di Malaysia: Sosialisasi dan Stereotaip Gender." Jurnal Komunikasi: Malaysian Journal of Communication 36, no. 4 (December 11, 2020): 442–57. http://dx.doi.org/10.17576/jkmjc-2020-3604-27.
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Artikel ini membincangkan mengenai stereotaip gender yang dialami oleh pemain e-sukan wanita. Isu mengenai stereotaip gender terjadi kerana e-sukan dikategorikan sebagai sukan yang didominasi oleh kaum lelaki kerana majoriti pemain terdiri daripada kaum lelaki. Bagi wanita yang memilih untuk menjadi sebahagian daripada industri e-sukan, mereka tidak dapat lari daripada elemen stigma, label dan seterusnya stereotaip hanya disebabkan gender mereka berbeza. Bagi menjawab isu ini, pendekatan kualitatif menggunakan temu bual mendalam telah dilakukan ke atas tujuh orang wanita yang terlibat aktif di dalam e-sukan. Informan tersebut dipilih melalui persampelan bertujuan dengan ciri-ciri spesifik iaitu wanita, terlibat di dalam e-sukan dan menjadi pemain bagi sesebuah pasukan/kelab e-sukan dan terlibat dalam permainan jenis berperanan berganda (MMOPRGs). Data dianalisis menggunakan analisis tematik dan dipersembahkan secara deskriptif dan naratif. Hasil kajian menunjukkan terdapat beberapa jenis stereotaip yang menjadi cabaran serta halangan kepada pemain wanita ini untuk terus berjaya di dalam kerjaya sebagai seorang professional ‘gamers’. Stereotaip gender seperti wanita tidak pandai bermain MMOPGRs, komen berbau seksis serta lucah juga pernah diterima, tiada komunikasi yang baik antara pemain lelaki dan wanita dan tanggapan bahawa wanita tidak sesuai bermain permainan tersebut kerana kebanyakan permainan berganda ini bersifat ekstrem, agresif dan maskulin. Ciri-ciri permainan tersebut lebih signifikan kepada lelaki berbanding dengan wanita yang seringkali dikaitkan dengan sifat feminin. Secara tidak langsung, tanggapan seperti itu sedikit sebanyak menyekat peluang wanita untuk bergerak lebih aktif dan maju di dalam e-sukan berbanding lelaki. Kata kunci: Wanita, e-sukan, sosialisasi, gender, stereotaip gender, sosiologi.
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Luthmann, Abigail. "Librarians, professionalism and image: stereotype and reality." Library Review 56, no. 9 (October 16, 2007): 773–80. http://dx.doi.org/10.1108/00242530710831211.
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Clayson, Dennis E., and Micol R. C. Maughan. "Redheads and Blonds: Stereotypic Images." Psychological Reports 59, no. 2 (October 1986): 811–16. http://dx.doi.org/10.2466/pr0.1986.59.2.811.
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In a study involving 100 college subjects, blonds had a very positive stereotype. Blond females were seen as beautiful, pleasant, and extremely feminine. Blond males were seen as strong, active, pleasant, successful, and good-looking. Redheaded females were seen as unattractive, but as competent and professional. Redheaded males had a surprisingly negative stereotype. They were seen as very unattractive, less successful, and rather effeminate. Hair-color stereotypes seem to be very long lasting and robust.
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Vatanoğlu-Lutz, E. Elif, Mustafa Çoban, and Mustafa Cumhur İzgi. "Are All Deaths the Same for Physicians and Nurses?: Stereotype Questions Physicians and Nurses Utilize to Characterize a Person Who Has Died." OMEGA - Journal of Death and Dying 68, no. 4 (June 2014): 367–82. http://dx.doi.org/10.2190/om.68.4.e.
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How do healthcare professionals classify or characterize human beings: how do they identify and define a patient or in the case of this study a dead person? Healthcare professionals are fairly regularly exposed to human beings dying. Part of their duty is to postpone death but, death being inevitable, they regularly lose the fight. This study aims to determine how healthcare professionals classify human beings by asking only 1 question, and allowing respondents to provide 5 answers of their own making (“You are exposed to a dead person, victim of a car accident. Apart from name and surname, what are the 5 questions you would ask?”). Thereby, it is hoped to avoid both conflicts with responsibilities of healthcare professionals and predetermining the answers. As described above, one self-administered open question related to a very short story had to be answered anonymously and was asked by e-mail. As a result of the analysis, a number of stereotype question sets were obtained through the answers of the respondents. The stereotype questions and derived thought concepts provide an insight into the awareness and (prioritized) values of healthcare professionals in Turkey. In the replies, questions related to the personal background of the dead (such as age, marital status, and parenthood) had the highest frequency, while questions of professional relevance followed with medium frequency. A question relating to the consent of the deceased to organ donation was almost never asked. It is suggested that any potential educational material for healthcare personnel should be reviewed in order to increase awareness of relevant issues.
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Parker, Lee D., and Samantha Warren. "The presentation of the self and professional identity: countering the accountant’s stereotype." Accounting, Auditing & Accountability Journal 30, no. 8 (October 16, 2017): 1895–924. http://dx.doi.org/10.1108/aaaj-09-2016-2720.
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Purpose The purpose of this paper is to explore the intersection of professional values and career roles in accountants’ presentations of their professional identity, in the face of enduring stereotyping of the accounting role. Design/methodology/approach This study presents a qualitative investigation of accountants’ construction of their professional identities and imagery using a Goffmanian dramaturgical perspective. Viewing professional identity construction as a presentational matter of impression management, the investigation employs a reflexive photo-interviewing methodology. Findings Accountants use a variety of workplace dramatisation, idealisation and mystification strategies inside and outside the workplace to counter the traditional accounting stereotype. They also attempt to develop a professional identity that is a subset of their overall life values. Research limitations/implications Their professional orientation is found to embrace role reconstruction and revised image mystification while not necessarily aiming for upward professional mobility. This has implications for understanding the career trajectories of contemporary accountants with associated implications for continuing professional development and education. Originality/value The paper focusses on professional role, identity, values and image at the individual accountant level, while most prior research has focussed upon these issues at the macro association-wide level. In offering the first use of reflexive photo-interviewing method in the accounting research literature, it brings the prospect of having elicited different and possibly more reflective observations, reflections and understandings from actors not otherwise possible from more conventional methods.
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Lajić, Oliver, Valentina Baić, and Marta Tomić. "Real rape stereotype: Between knowledge and beliefs." Nauka bezbednost policija, no. 00 (2022): 8. http://dx.doi.org/10.5937/nabepo27-37491.
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The paper presents the results of a research related to the existence of stereotypes in connection with sexual violence among the general population of Serbia, as well as among the students of the University of Criminal Investigation and Police Studies in Belgrade (UCIPS). Bearing in mind that comparative studies testify to a high level the presence of stereotypes related to sexual violence, the researchers have attempted to establish whether there are any differences in understanding this issue among the above-mentioned categories of respondents, as some of them are prospective police officers, who will likely be in contact with the victims of sexual violence given the nature of their job. The focus was also on the differences in the manner of obtaining information about this phenomenon. The study encompassed a total of 310 respondents, out of whom 62 were the students of the UCIPS and 61 the students of other universities, whereas all others were above the student age. The data were collected by filling in a questionnaire and analysing responses by the use of descriptive statistics and correlation. The results suggest that the information from the Internet is a principal source of obtaining information about sexual violence except among the UCIPS students, who primarily learn about such phenomena from professional literature. The initial thesis on the absence of significant differences related to rape stereotypes among the UCIPS students and the students of other universities, irrespective of their previous professional education, has been confirmed, which indicates the need for narrowly targeted expert education of prospective police officers in respect of issues of sexual violence.
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José Miranda, Gilberto, Edvalda Araujo Leal, Cíntia Rodrigues Medeiros, and Sirlei Lemes. "SOCIAL REPRESENTATIONS OF COLLEGE APPLICANTS: (RE)CONSTRUCTING THE STEREOTYPE OF ACCOUNTING PROFESSIONALS." Advances in Scientific and Applied Accounting 8, no. 1 (April 30, 2015): 020–38. http://dx.doi.org/10.14392/asaa.2015080102.
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Bekreyeva, Yuliya. "Stereotype of a Profession in the Semantics of an English Conversed Verb." PROBLEMS OF SEMANTICS, PRAGMATICS AND COGNITIVE LINGUISTICS, no. 39 (2021): 92–102. http://dx.doi.org/10.17721/2663-6530.2021.39.08.
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The present article takes a closer look at the semantics of verbs derived by conversion from nouns that denote a professional worker. The aim of the study is to reveal correlation of a conversed verb meaning with a stereotype of a profession. The analysis of lexicographic models of noun and verb meanings and agent-action constructions with a conversed verb in text fragments showed some relevant evidence of such correlation. Firstly, the actions assumed as typical for a profession are profiled by a conversed verb, while the verb is not restricted to a certain professional sphere in its usage. Secondly, the conversion pattern “agent → action” involves a metaphoric transference, as a professional worker named by a base noun is compared to a doer of the action denoted by a conversed verb. As a result, certain stereotypical characteristics related to the behavior of a doer are embedded in the implicational meaning of a conversed verb.
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Wicaksono, Drajat, Nikmah Suryandari, and Allyvia Camelia. "STEREOTIP TENTANG DIFABEL: SEBUAH PERSPEKTIF KOMUNIKASI LINTAS BUDAYA." Interaksi: Jurnal Ilmu Komunikasi 10, no. 1 (June 3, 2021): 33–43. http://dx.doi.org/10.14710/interaksi.10.1.33-43.
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This paper will describe the study of stereotypes in persons with disabilities, from the perspective of intercultural communication. During this time people with disabilities often get a bad stigma and are still underestimated as a party that needs to be pitied. For families, sometimes people with disabilities are considered a disgrace that needs to be covered up. The assumption that people with disabilities are different and even abnormal is shown as a form of negative perception that is nothing but part of the stereotype. Stereotype is not only from the labeling process of the community, but also the labeling process carried out by the diffable to himself who is aware of the disabilities that he has. Communication difficulties will arise from stereotyping, which generalizes people based on little information and shapes people's assumptions based on their membership in a group. In other words, stereotyping is the process of placing people into established categories, or judgments about people or objects based on appropriate categories, rather than on their individual characteristics. In the study of intercultural communication, stereotyping is the categorization of a group in general by ignoring individual differences. These groups include: racial groups, ethnic groups, the elderly, various professional occupations, or people with certain physical appearance. Stereotype does not view individuals in the group as unique people or individuals
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Lu, Juanzhi, Xiaozhe Peng, Chong Liao, and Fang Cui. "The stereotype of professional roles influences neural responses to moral transgressions: ERP evidence." Biological Psychology 145 (July 2019): 55–61. http://dx.doi.org/10.1016/j.biopsycho.2019.04.007.
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Różańska, Bożena. "Stereotype Perception of the Professional Role of Women in Formations Implementing Tasks for National Security." Przegląd Nauk o Obronności, no. 13 (October 20, 2022): 127–40. http://dx.doi.org/10.37055/pno/155813.
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ObjectivesThe aim of the research was to solve the research problem contained in the question: What is the genesis of shaping gender stereotypes and what is their impact on the perception of the professional role of women by men in the army as a formation carrying out tasks for national security?MethodsThe methods adopted in the research process are, first of all, a meta-analysis of a wide range of source materials, including publications, scientific articles and information materials, as well as the results of the own questionnaire. The theoretical methods characteristic of the safety sciences, i.e. analysis, synthesis, comparison, inference and abstraction, were supplemented by participant observation. The use of this method was possible because the author cooperated with soldiers many times.ResultsThe results of the conducted research confirmed that gender stereotypes can significantly influence the perception of the professional role of women in the formations carrying out tasks for security. Women and men are characterized by a different approach to perceiving professional roles. Therefore, gender stereotypes can significantly affect the professional roles of women and men and the sense of occupational securityConclusionsThe most concrete effect of the arguments made is the emphasis on the fundamental importance of the transformation of stereotypes. Both historical experiences and the assessment of the contemporary professional safety environment in terms of stereotypical perception are in line with the needs of ensuring the occupational safety of women and men in formations carrying out tasks for national security.
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Davidson, J. Kenneth, and Carol Darling. "The stereotype of single women revisited: Sexual practices and sexual satisfaction among professional women." Health Care for Women International 9, no. 4 (1988): 317–36. http://dx.doi.org/10.1080/07399338809515830.
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Espinosa-Pike, Marcela, Edurne Aldazabal, and Itsaso Barrainkua. "Undergraduate business students’ perception of auditing: impact of proximity and knowledge on auditors’ stereotype." Managerial Auditing Journal 36, no. 5 (July 22, 2021): 699–723. http://dx.doi.org/10.1108/maj-07-2020-2739.
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Purpose This study aims to explore undergraduate students’ stereotypes of auditing and the influence of knowledge of the profession and its sources on the stereotype. Design/methodology/approach This study is based on a questionnaire distributed among 360 undergraduate business students at 21 higher education institutions in Spain. Findings The study reveals that undergraduate business students consider auditors competent and ethical. Auditing is viewed as an interesting and rigorous activity, which requires high responsibility and contributes significantly to society. Students perceive that the auditing career is difficult but contributes to professional development. The knowledge acquired through business studies influences the creation of a positive image of the profession and of auditors. Practical implications The profession could benefit from the fact that having more information about the profession improves students’ perceptions of it. The provision of auditing courses through the degree and related activities to increase the visibility of the profession during the first years of the degree could improve the auditor stereotype and enhance students’ intentions to enter this profession. Originality/value Previous studies have analyzed the image of the accounting professional as a homogeneous professional status. This study specifically addresses the image of auditors, who are at the core of the traditional accounting domain. It analyzes the influence of sources of knowledge (academic training, having familiars and media) on auditors’ stereotypes. Moreover, it provides evidence concerning the perceptions of the new generations (Gen Z).
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AGEEV, E. V., A. N. NOVIKOV, and E. S. VINOGRADOV. "MODEL FOR THE FORMATION OF A DYNAMIC STEREOTYPE OF SAFE DRIVING TECHNIQUES." World of transport and technological machines 77, no. 2 (2022): 61–69. http://dx.doi.org/10.33979/2073-7432-2022-77-2-61-69.
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This article identifies the components that affect the reliability of the system «Driver-Car-Road-Traffic environment», highlights the factors that affect the reliability of operator activities related to vehicle management. The basics of «professional selection» depending on the implementation of training programs (retraining) of candidates for drivers of the relevant categories and subcategories are considered. A model of the process of forming a dynamic stereotype of safe driving techniques at the stage of practical training in a training center is presented.
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GROVES, KEVIN S., CHARLES M. VANCE, DAVID Y. CHOI, and JOHN L. MENDEZ. "AN EXAMINATION OF THE NONLINEAR THINKING STYLE PROFILE STEREOTYPE OF SUCCESSFUL ENTREPRENEURS." Journal of Enterprising Culture 16, no. 02 (June 2008): 133–59. http://dx.doi.org/10.1142/s0218495808000077.
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This study begins to empirically examine whether successful entrepreneurs possess a high nonlinear (e.g., creative, intuitive) thinking style, as some researchers and popular stereotypes of entrepreneurs would suggest, or whether they possess a more balanced nonlinear and linear (e.g., rational, logical, analytic) thinking style. As predicted, 48 successful entrepreneurs reflected a much greater level of balance in linear/nonlinear thinking style than their professional actor (n = 33) (predominantly nonlinear) and accountant (n = 31) (predominantly linear) counterparts, as measured by a linear/nonlinear thinking style instrument. Implications are discussed for guiding future cognitive research and theory development in entrepreneurship, as well as providing direction to entrepreneurship education and training.
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Kapitanoff, Susan, and Carol Pandey. "Stereotype threat, anxiety, instructor gender, and underperformance in women." Active Learning in Higher Education 18, no. 3 (June 16, 2017): 213–29. http://dx.doi.org/10.1177/1469787417715202.
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Whatever their major, students are often required to take at least one course in statistics. After graduation, statistics is a key skill in numerous workplace settings. However, for many, it is a particularly difficult course. One factor that may play a role is the lingering misconception that women are not as good as men in mathematics subjects such as statistics. Belief in this gender stereotype can lead women to avoid taking this class and ultimately could contribute to their underrepresentation in many professions. Instructor gender may also be a factor that affects student performance. This study examined whether a female role model would reduce the detrimental effects of a gender/mathematics stereotype threat in women and improve their academic performance and retention rate. Several types of anxiety were measured to determine what aspects of anxiety might be most relevant to stereotype threat. For men, anxiety and performance were not related to the gender of their instructor or endorsement of the gender/mathematics stereotype. For women, mathematics anxiety and anxiety-about-the-specific-class were related to their endorsement of the stereotype. Having a female instructor initially led to higher rates of underperformance on the first examination among women as compared to men. Continued interaction with a female role model, however, reduced this deficit for women by the end of the semester. Understanding this process may help educators better prepare women for success in both academia and the professional world.
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Davies, Paul G., Steven J. Spencer, Diane M. Quinn, and Rebecca Gerhardstein. "Consuming Images: How Television Commercials that Elicit Stereotype Threat Can Restrain Women Academically and Professionally." Personality and Social Psychology Bulletin 28, no. 12 (December 2002): 1615–28. http://dx.doi.org/10.1177/014616702237644.
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Kuks, Anna Victorovna, and Irina Sergeevna Prokudina. "Stereotype Image of Military Man in Russian Non-Professional Linguistic Consciousness (by the Material of Associative Experiment)." Filologičeskie nauki. Voprosy teorii i praktiki, no. 3 (March 2022): 787–94. http://dx.doi.org/10.30853/phil20220134.
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Priadko, Anastasiia, and Oksana Serheenkova. "Historiogenesis of the concept of “stereotype” as a subject of psychological research of professional stereotypes of educators." Lviv University Herald. Series: Psychological sciences, no. 10 (2021): 147–52. http://dx.doi.org/10.30970/ps.2021.10.21.
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Chatman, Jennifer A., Daron Sharps, Sonya Mishra, Laura J. Kray, and Michael S. North. "Agentic but not warm: Age-gender interactions and the consequences of stereotype incongruity perceptions for middle-aged professional women." Organizational Behavior and Human Decision Processes 173 (November 2022): 104190. http://dx.doi.org/10.1016/j.obhdp.2022.104190.
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Hean, Sarah, Jill Macleod Clark, Kim Adams, and Debra Humphris. "Will opposites attract? Similarities and differences in students' perceptions of the stereotype profiles of other health and social care professional groups." Journal of Interprofessional Care 20, no. 2 (January 2006): 162–81. http://dx.doi.org/10.1080/13561820600646546.
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Hendriks, Friederike, Eva Seifried, and Cordelia Menz. "Unraveling the “smart but evil” stereotype: Pre-service teachers' evaluations of educational psychology researchers versus teachers as sources of information." Zeitschrift für Pädagogische Psychologie 35, no. 2-3 (April 2021): 157–71. http://dx.doi.org/10.1024/1010-0652/a000300.
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Abstract. To guide their professional practice, (pre-service) teachers consider information from a variety of sources. One prerequisite for source preference is the extent to which a source is considered as expert, integer, and benevolent (i.e., its ascribed epistemic trustworthiness). Recent research indicates that pre-service teachers ascribe more expertise but less integrity and benevolence to educational researchers than to practitioners ( Merk & Rosman, 2019 ). However, whether this so-called “smart but evil” stereotype holds true for different epistemic aims is still unknown. In a study with N = 389 pre-service teachers, we analyzed (a) which overarching epistemic aims (i.e., to understand educational research vs. to gather practical knowledge) pre-service teachers have when entering university courses in educational psychology, (b) whether they ascribe higher expertise but lower integrity and benevolence to educational psychology researchers as compared to teachers (i.e., the “smart but evil” stereotype), but also (c) whether these trustworthiness ratings differ for different epistemic aims, and (d) whether pre-service teachers' ascriptions of epistemic trustworthiness to researchers are associated with their perceived usefulness of educational research for teaching practice. We used a within-subject design, asking participants to rate the epistemic trustworthiness of educational psychology researchers versus teachers for two epistemic aims (explanations vs. practical advice). In short, the results only partially support a “smart but evil” interpretation; they show that trustworthiness ratings are in fact adapted to epistemic aims. Hence, our results show that different epistemic aims influence how the trustworthiness of an information source is evaluated.
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Wild, Heike, and Michael Ewers. "Stereotypes in health professional students – perspectives for research about interprofessional learning, teaching and working / Stereotype von Lernenden in den Gesundheitsprofessionen – Perspektiven für die Forschung zum interprofessionellen Lernen, Lehren und Arbeiten." International Journal of Health Professions 4, no. 2 (December 9, 2017): 79–89. http://dx.doi.org/10.1515/ijhp-2017-0026.
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Abstract Background As the scientific discourse about interprofessional learning, teaching, and practice has been gaining momentum in recent years, German-speaking countries still have a considerable amount of catching up to do compared with other countries. The discourse about stereotypes and their effects may serve as an example in this respect. Objective We set out to establish which theoretical and methodological approaches have been used in research on stereotypes endorsed by health professions students and which empirical findings are currently available on the effects of such stereotypes on interprofessional learning, teaching and practice. The main goal was to summarize the current research, to point out research desiderata and identify starting points for further research about this topic. Methods A broad narrative review of English and German literature was performed. Results were prepared, reflected and descriptive and analytical summarized. Results International research on stereotypes of health professions students in the interprofessional discourse is characterized by social-psychological theoretical and quantitative-empirical methodological approaches. Heterogeneous study designs limit the comparability and generalizability of current study findings. Answers to questions of whether and how stereotypes can be influenced through interprofessional learning, teaching, and practice were inconsistent in the literature. Conclusion Research findings on stereotypes endorsed by health professions students provided interesting theoretical and empirical perspectives for the debate surrounding interprofessional learning, teaching, and practice. These perspectives should be used to guide and stimulate further research on this topic in German-speaking countries.
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Prins, Peggy, David Stuer, and Ans de Vos. "Blue, White of Grey CollarsHoe Diep is Het Water Wanneer Het Gaat Om Zinvol Werk?" Tijdschrift voor HRM 21, no. 4 (January 1, 2002): 56–72. http://dx.doi.org/10.5117/thrm2018.3.prin.
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Werk heeft belangrijke zingevende functies en heeft daardoor een potentieel positief effect op het leven van mensen: het biedt idealiter een inkomen, het zorgt voor sociaal contact, het geeft meer zin en regelmaat aan het leven en het draagt potentieel bij aan iemands eigenwaarde en welzijnsgevoel. Of en waarom mensen hun werk als zinvol ervaren, is dan ook van oudsher een belangrijk vraagstuk in het arbeidspsychologisch en -sociologisch onderzoek. Wij zoomen in dit artikel in op de vraag welke verschillen bestaan in de gradatie en de determinanten van zinvol werk voor drie beroepsgroepen: de blue, white en grey collars. Waar de termen 'blue en white collars' gemeenzaam bekend zijn, is dat veel minder het geval voor de term 'grey collars'. Het gaat stereotiep om de 'grijze pakken', om de kader- of de leidinggevende functies. Hoe diep of ondiep is het water tussen deze drie groepen wanneer het gaat om percepties van (determinanten van) zinvol werk?How deep or shallow is the water between blue, withe and grey collars when it comes to perceptions of (determinants of) meaningful work? That’s the key focus of the article. In line with self-determination theory we examine the impact of (the fulfilling of the need of) autonomy and (the fulfilling of the need of) social support on experienced meaningfulness. Additionally, in line with Person-Environment Fit theory, we expect a mediation effect by needs-supply fit or misfit dependent on the type of professional ‘collar’ (blue, white or grey) of the employee. The results of the explanatory analysis of our survey (n=9307) shows that the expected relationships in our models are quite collar-independent, meaning that the drivers for meaningful work are almost the same for blue, white as well as for grey collars. This does not mean that the nature of the ‘collar’ of the workers has no impact at all. The descriptive results demonstrates less meaningful work perceptions, less needs-supply fit, less autonomy and social support for blue collar workers, compared with white and grey collars. Extra attention for those groups who are working in a more executive mode is therefore required.
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"Nursing professionalism is marred by sexy stereotype." British Journal of Nursing 8, no. 11 (June 1999): 700. http://dx.doi.org/10.12968/bjon.1999.8.11.6582.
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Dulla, Nisrutha, and Sugyanta Priyadarshini. "Gendered Parenting influence on Children’s Socialization to Gender Stereotype in Marital life." Rupkatha Journal on Interdisciplinary Studies in Humanities 13, no. 1 (March 28, 2021). http://dx.doi.org/10.21659/rupkatha.v13n1.28.
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This research work draws attention towards heated debate on transfer of gender biased ideology to generations embedding from gendered parenting. Gendered parenting has the potential to be a breeding ground for fueling the belief of gender stereotyping in the minds of their offsprings. This notion of gender stereotyping has created a picture in the heads of the descendants regarding the fixed gender roles which develops gendered socialization in governing the social world from the lens of gender biasness. The objective of the study is to examine empirically the impact of gendered parenting on gendered socialization in their children’s marital life. The study adopts thirty-two-items scale devised by Brogan & Kutner (1976) and eight- items scale under Gender Role Stereotype Scale (2012) by taking into consideration a sample size of eight hundred respondents comprising of highly educated married professionals and their parents. The findings revealed that children have rightly perceived their parent’s act of gender stereotype in their childhood. Consequently, despite being highly educated, the act of gender stereotyping continues in their married life as they burgeoned under the reflection of gendered parenting. Furthermore, it is also interpreted in the analysis that the female respondents are adversely affected by the pervasive bias and prejudices of gender stereotype in professional life in comparison to the male respondents. The study makes efforts to enhance the understanding of the community of parents to limit the transmission of gendered ideology to their next generations, thereby, progressing towards egalitarian society.
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"Gender Stereotype of Femininity in The Thesaurus of Modern Russian and English Press." Journal of Humanities & Social Sciences 4, no. 2 (November 15, 2021). http://dx.doi.org/10.33140/jhss.04.02.15.
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This study was carried out at the intersection of two branches of linguistics (linguistics of the English-language and Russianlanguage media and linguistic genderology), which is relevant and demanded in modern science. The purpose of the article is to conduct a gender linguistic analysis of printed English-language journals, which will help clarify the distribution of gender roles in English-speaking society and the femininity stereotypes that mass media form in public consciousness. The material of the study was excerpts from printed Russian and English publications in which the image of a woman is realized. A list of the most common images that are verbalized in the Russian and English-language media and based on stereotypes of female behavior, thinking and the role of women in modern society is compiled. A gender analysis of modern and Russianlanguage and English-language press revealed a tendency to change in the hierarchy of gender stereotypes of femininity, in which a shift in emphasis towards the actualization of female business activity and dominance in the professional sphere is clearly observed. The following methods were used in the study: continuous sampling method, content analysis, classification method, comparison, statistical data processing.
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Jairo, Israel, and Dalila Xavier de França. "The Professional Choices of Black Adolescents in Brazil: Effects of Stereotype Threats." Trends in Psychology, April 11, 2022. http://dx.doi.org/10.1007/s43076-022-00178-3.
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Birdsall, Christopher, Seth Gershenson, and Raymond Zuniga. "Stereotype Threat, Role Models, and Demographic Mismatch in an Elite Professional School Setting." SSRN Electronic Journal, 2017. http://dx.doi.org/10.2139/ssrn.2895307.
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Birdsall, Christopher, Seth Gershenson, and Raymond Zuniga. "Stereotype Threat, Role Models, and Demographic Mismatch in an Elite Professional School Setting." SSRN Electronic Journal, 2018. http://dx.doi.org/10.2139/ssrn.3210628.
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"An Empirical Analysis of Gender Role Stereotype Both At Work Place and Home." International Journal of Engineering and Advanced Technology 9, no. 2 (December 30, 2019): 343–49. http://dx.doi.org/10.35940/ijeat.b3139.129219.
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Gender and Gender stereotyping plays an influential role in one's personal and professional career too. The article tries to explore how gender effects gender stereotyping at both work place and home. The data had been collected from 100 faculty members from private universities located in Odisha, province of India through a questionnaire. Stratified random sampling technique was used for selecting respondents. Descriptive statistical methods are used for demographic data of the respondents. Cross tabulation is used to test the association between home stereotype score and workplace stereotype score. Statistical package for social sciences software is used for statistical analysis of the data. Results indicate that gender stereotyping still exists in the people with higher qualification also. The effect of gender stereotyping will be seen both at personal life and professional life. The people with no gender differentiation are more supportive than people with gender stereotyping.
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Derous, Eva. "Etnische discriminatie bij cv-screening: Samenspel van persoons- en baankenmerken." Tijdschrift voor Arbeidsvraagstukken 35, no. 2 (June 1, 2019). http://dx.doi.org/10.5117/2019.035.002.011.
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Studies die etnische discriminatie in cv-screening onderzoeken, zijn talrijk en bestuderen vaak één persoonskenmerk (bijvoorbeeld etnisch klinkende naam), al dan niet in combinatie met een baankenmerk (bijvoorbeeld mate van klantencontact). Maar de werkelijkheid is complexer: een cv bevat verschillende persoonskenmerken die elk in meerdere of mindere mate associaties met etnisch groepslidmaatschap kunnen oproepen en zo discriminatie uitlokken. Bovendien kunnen deze effecten versterkt worden door bepaalde baankenmerken. Voortbouwend op attributie- en cognitieve matchingstheorieën, onderzochten we in deze studie de gecombineerde effecten van twee persoonskenmerken (etnisch klinkende naam, huidskleur) en twee baankenmerken (klantencontact, status) op etnische discriminatie bij cv-screening. Vlaamse HR-professionals (n = 424) namen deel aan een experimentele studie. Ze beoordeelden de baangeschiktheid van vier even gekwalificeerde mannelijke kandidaten met een Vlaamse of Marokkaans klinkende naam die een lichte of donkere huidskleur hadden en die solliciteerden voor een baan met veel (baliemedewerker) of weinig extern klantencontact (administratief bediende) in een sector met een relatief hoge (bank) of lagere, gepercipieerde sociale status (doe-het-zelf verkoopzaak). De resultaten bevestigen de zogenoemde 'fenotypische superioriteitshypothese': er was een sterker negatief effect van huidskleur dan van etnisch klinkende naam op baangeschiktheidsoordelen. In het bijzonder leidde een donkere huidskleur tot lagere baangeschiktheidsoordelen dan een lichtere huidskleur wanneer de kandidaat solliciteerde voor de baan van baliemedewerker in de doe-het-zelfzaak (lagere status context en veel extern klantencontact) en voor de functie van administratief bediende in de financiële bank (hogere status context en weinig extern klantencontact). Zowel in een context van lagere als hogere status kan een donkere huidskleur stereotiepe denkbeelden over etnische-minderheidskandidaten oproepen, maar om andere redenen leiden tot lagere baangeschiktheidsoordelen. In een context van lagere status kan een donkere huidskleur het stereotiepe denkbeeld van 'lageropgeleide' etnische minderheden oproepen. Dit kan resulteren in lagere baangeschiktheidsscores wanneer deze kandidaten solliciteren voor een functie met veel extern klantencontact omwille van geanticipeerde 'klantendiscriminatie'. In een context van hogere status wordt het stereotiepe denkbeeld van lageropgeleide etnische minderheden doorbroken, maar kan dit hogeropgeleide profiel dan weer als een bedreiging van de interne 'status quo' van de organisatie ervaren worden. Conclusie: etnische discriminatie bij cv-screening is complex, want afhankelijk van het samenspel van verschillende (soorten) persoons- en baankenmerken.
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Mitchell, Rebecca, Jun Gu, and Brendan Boyle. "What do they think of me? Professional diversity, meta‐stereotype negativity, suspicion, and counterproductive work behaviour." Human Resource Management Journal, October 17, 2022. http://dx.doi.org/10.1111/1748-8583.12476.
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Wainwright, David, Michael Harris, and Elaine Wainwright. "Trainee doctors’ perceptions of the surgeon stereotype and its impact on professional identification: a qualitative study." BMC Medical Education 22, no. 1 (October 4, 2022). http://dx.doi.org/10.1186/s12909-022-03765-1.
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Abstract Background The demography of the medical profession is changing as more women join the workforce. Traditional assumptions about the personal qualities required to be a successful surgeon may change as more women join the specialty. While exploring the attitudes and beliefs of doctors in their second ‘Foundation’ year of post-graduate training (FY2) about their choice of specialty, evidence emerged about how the stereotype of the surgeon influences professional identification and beliefs about person-specialty fit. Methods Qualitative telephone interviews with 24 FY2 doctors, 17 women and 7 men, in South-West England. Results Many participants reported exposure to stereotypes about the personal qualities desirable in a surgeon. Senior doctors and other trainees were the primary source of these stereotypical views. Experience on surgical placements could either reinforce stereotypes or challenge them, the latter particularly where senior surgeons provided positive role models. As more women enter the surgical specialties, they are increasingly challenging the traditional stereotype and sub-culture. Conclusion Gendered stereotypes about surgical roles persist, and for some this can hinder professional identification with the role. Positive role models and mentoring can encourage and support women who are interested a surgical career to identify with the role, but there is a need for a broader debate encompassing job redesign and surgical identities.
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Sheridan, Kelda, and Naomi Quinton. "SP7.3 Behind Every Stereotype is a Grain of Truth: Perceptions of a Career in General Surgery Amongst Doctors." British Journal of Surgery 109, Supplement_5 (August 1, 2022). http://dx.doi.org/10.1093/bjs/znac247.076.
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Abstract Introduction General Surgery (GS) educational community of practice faces crisis. Recruitment challenged by cultural norms of postponing post-foundation training; and retention with perceptions of elitism, discrimination and inflexibility. Surgical pedagogy has been examined through skill acquisition but what of the hidden curriculum. Three research aims were posed: who is a General Surgeon, what are the enablers or barriers to pursuing this career and is our current UK training system fit for purpose. Methods Qualitative methodology within a constructivist research paradigm was utilised. Recruitment via the snowballing technique included representative sampling of junior doctors, including men, women and those from diverse ethnic backgrounds. 1:1 Semi-structured interviews explored participant perspectives of training, recruitment and work-life balance. Data was transcribed, familiarised, de-constructed and generated. Latent data analysis, coding and development, maintained reflexivity. ‘Data sets’ were transformed to a thematic map and key themes identified. Results and Discussion Foundation, specialty doctors, core and higher surgical trainees were included (60% men, 40% women). Fundamental themes of support, attitudes and sacrifice were identified, interacting to influence educational narrative. Support comprised personal, institutional, academic and cultural forms. Attitudes of elitism, implicit and explicit gender bias, microaggressions and overt discrimination concealed as surgical tradition. An overarching concept of sacrifice was noted: personal, professional, fiscal and emotional, the so-called surgical currency. Conclusions The study explored phenotype, motivation, intellect and philosophy within GS. Highlighting issues in the system surrounding negative attitudes, cultures and behaviours, education is a powerful tool which can be used to challenge perceptions and improve training.
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Javadian, Golshan, Maria Figueroa-Armijos, Vishal K. Gupta, Meisam Modarresi, and Crystal Dobratz. "Does it pay to act feminine? A cross-cultural study of gender stereotype endorsement and cognitive legitimacy in the evaluation of new ventures." International Journal of Gender and Entrepreneurship ahead-of-print, ahead-of-print (June 24, 2021). http://dx.doi.org/10.1108/ijge-07-2020-0092.
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PurposeDoes gender stereotype endorsement play a role in the customer's cognitive evaluation of new ventures owned by women entrepreneurs? The authors’ cross-cultural study integrates literature on gender stereotype endorsement and cognitive legitimacy to address this research question.Design/methodology/approachThe authors use a two-study experimental design and analyze our results by cultural context to test our hypotheses: one drawn from college students in Iran and one from working professionals in the United States.FindingsThe authors’ comparative results suggest that the evaluation of feminine versus masculine characteristics of women entrepreneurs varies depending on the evaluator's (in this case the customer's) endorsement of gender stereotypes and the cultural context. Specifically, the authors found that a new venture owned by a woman entrepreneur who displays feminine characteristics is perceived as more legitimate when the customer endorses feminine stereotypes, regardless of the country.Research limitations/implicationsThe authors’ research contributes to the literature on cognitive legitimacy and women's entrepreneurship by unveiling the cultural conditions and factors that allow women entrepreneurs to benefit from acting in a stereotypically feminine way. The authors use a binary approach to gender. Future research should extend our findings to also include a non-binary approach.Originality/valueThis study contributes to women's entrepreneurship research by unraveling the implications of gender stereotype endorsement, legitimacy and culture in customer evaluation of ventures owned by women.
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Löfstedt, Malin. "Konstruktiv religionskritik och religionsundervisning." Acta Didactica Norden 14, no. 4 (December 8, 2020). http://dx.doi.org/10.5617/adno.8346.
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Religionskunskap är ett av svensk skolas äldsta ämnen och sedan 1960-talet icke-konfessionellt. Undervisningen ska både leda till ökad förståelse för religioner och livsåskådningar och träna den kritiska förmågan hos eleverna enligt styrdokumenten. Med religionsdidaktikern Peta Goldburgs ord ska undervisningen bidra till ökad kritisk religionslitteracitet. Kritiska diskussioner om religion är vardagsmat i den samhälleliga debatten, men hur ser det ut i skolan och religionsundervisningen? Får religioner och livsåskådningar kritiseras eller läggs locket på? Syftet med artikeln är att diskutera hur konstruktiv religionskritik behandlas i religionskunskapsklassrum på högstadiet och gymnasiet. Detta görs utifrån intervjuer med religionslärare och observationer i religionskunskapsklassrum. Resultaten visar att religionslärare står mitt i ett professionellt dilemma då de måste hantera religionskritik på flera nivåer, kritik som delvis står i konflikt med varandra. För det första en allmän samhällelig kritik mot religion som också märks i klassrummen. Denna kritik är ofta nedsättande och innehåller fördomar, och kallas här sekularistisk kritik. För det andra problematiska sidor av religioner och livsåskådningar, det vill säga tolkningar och bruk som strider mot demokratiska värderingar och skolans värdegrund. Sammanfattningsvis visar resultaten att många lärare ägnar mycket tid till att nyansera fördomar och stereotypa föreställningar om religion, medan problematiska tolkningar och bruk i relation till religion får betydligt mindre utrymme. För att elever ska utveckla sin självständiga, kritiska förmåga behöver religionsundervisningen i större utsträckning lyfta kritiska perspektiv på religion. Eftersom klassrummet är en av få arenor där elever möts över religions- och livsåskådningsgränser, erbjuder det en unik möjlighet till reflektion och dialog kring utmanande frågor.
Nyckelord: religionsundervisning, religionslitteracitet, konstruktiv religionskritik, sekularistisk kritik, problematiska sidor av religioner, didaktiska strategier
Constructive critique in RE classrooms
Abstract
Religious education (RE) is one of the Swedish school's oldest subjects, and has been non-denominational since the 1960s. According to the steering documents, important goals in RE are to increase pupils’ understanding of religions and worldviews, and to strengthen their critical ability. In other words, teaching should contribute to an increased critical religious literacy. In the public debate critical discussions about religion are common, but what does it look like in school? May religion be criticized? The purpose of the article is to discuss how constructive critique of religion is treated in RE in secondary and upper secondary school. This is done through qualitative interviews with religion teachers and observations in classrooms. The results show that RE teachers are in the middle of a professional dilemma as they have to deal with critique of religion on several levels. First, a secularist critique, often derogatory and prejudicial. Second, problematic aspects of religions and worldviews, that is, interpretations and practices contrary to democratic values and the school's values. In summary, the results show that many teachers spend a lot of time nuancing prejudices and stereotypical notions of religion, while problematic aspects in relation to religion are given much less space. In order for students to develop their critical religious literacy, religious education needs to raise problematic aspects of religion to a greater extent. As the classroom is one of the few arenas where students meet across religious and philosophical boundaries, it offers a unique opportunity for reflection and dialogue about challenging topics.
Keywords: religious education, religious literacy, constructive critique of religions, secularist critique, problematic aspects of religions, didactical strategies
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Meerman, Martha. "Doelgroepenbeleid is organisatiebeleid." Tijdschrift voor Arbeidsvraagstukken 31, no. 3 (September 1, 2015). http://dx.doi.org/10.5117/2015.031.003.330.
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De redactie vroeg mij een column te schrijven over HRM-beleid voor oudere werknemers en daarmee in te gaan op het nut van doelgroepenbeleid. Het is een vraag die me al dertig jaar bezighoudt. In 1983 werd ik uitgenodigd voor een congres dat de SER organiseerde onder de titel Ouder Worden en Sociaal Beleid. Het ging toen over het voorkómen van een hoog ziekteverzuim en arbeidsongeschiktheid onder oudere werknemers en over goede arbeidsomstandigheden om vroegtijdige veroudering van werknemers tegen te gaan. In deze tijd spreken we niet meer van sociaal beleid maar van duurzame inzetbaarheid en van inclusie. Toen en nu gaat het om organisatiekenmerken die ervoor zorgen dat werknemers op een gezonde, betrokken en professionele manier de pensioengerechtigde leeftijd bereiken.Leeftijd als kenmerk van een individu.Is leeftijd een relevante factor? Ja en nee. Het gaat in de praktijk heel vaak over leeftijd, als vanzelfsprekend haast. Ik noem enkele voorbeelden. Er wordt veel geld uitgetrokken om de jeugdwerkloosheid te bestrijden vanuit het idee dat juist jongeren als eersten aan het werk moeten onder het motto: jong geleerd, oud gedaan. Jong zijn is in en verhalen die over de 18-25-jarige gaan scoren. Zij zijn het die garant moeten staan voor vernieuwing en innovatie. Maar toch wordt de 23-jarige niet altijd met open armen binnengehaald. Hij raakt zijn baan kwijt in de supermarkt omdat de werkgever geen minimumloon wil uitkeren. Het aantrekkelijke en veel te lage jeugdloon vervalt dan immers. Jongere werknemers verschillen en de functie is nogal bepalend voor de manier waarop er met jongeren wordt omgegaan.Eenmaal ontslagen komen ouderen nauwelijks meer aan het werk. Ze hebben een zwakke arbeidsmarktpositie, zoals dat tegenwoordig heet. In de verschillende cao’s zijn extra vrije dagen voor ouderen geschrapt, maar niet vanuit een reflectie waarom die dagen ook al weer waren toegekend. Het zijn vaak eenvoudige pennenstreken om bezuinigingen door te voeren. Er zijn echter ouderen die die dagen graag opnemen, bijvoorbeeld omdat ze eerder moe zijn dan vroeger of omdat ze zich niet meer thuis voelen in de organisatie waar ze werken. Ouderen verschillen en hun gezondheid en betrokkenheid hangen af van de functie die ze bekleden. Het is jammer dat er nog steeds geen flexibele pensioenleeftijd is ingevoerd, een wens die steeds weer uit onderzoek onder ouderen naar voren komt.Het gaat echter niet alleen om feiten over leeftijden maar ook over beelden, vaak onscherpe beelden. Met oudere werknemers denken werkgevers nog steeds aan de groep van 45 jaar en ouder, dat is het laatste decennium niet veranderd, zo blijkt uit onderzoek. De oudere wordt vaak naar voren geschoven als een karikatuur en archetype van oud denken. In de praktijk worden expliciet de jongeren genoemd als het over de toekomst gaat. Het gaat in die beelden niet meer over kennis, die is immers alom beschikbaar, en ervaring, een eigenschap die aan ouderen worden toegedicht, is vaak een ballast voor bedrijven in transitie. Grijze haren zijn gekoppeld aan betrouwbaarheid, betrokkenheid en loyaliteit en een strakke huid aan flexibiliteit, belastbaarheid en creativiteit. Dergelijke stereotiepe beelden kunnen tot discriminatie leiden.We spreken van doelgroepen als mensen worden aangesproken op een enkel kenmerk dat in een bepaalde context bepalend is voor hun identiteit. Maar mensen zijn in de meeste situaties natuurlijk meer dan alleen dat ene kenmerk en dat is de reden waarom in het personeelsbeleid doelgroepen terzijde zijn geschoven en diversiteitsbeleid werd ingevoerd. Althans in de retoriek. In de praktijk gaat het nog steeds over leeftijd, vormgegeven in cao’s, het beleidskader dat in het dagelijkse personeelsbeleid in het beste geval minimaal wordt uitgevoerd.Met doelgroepenbeleid of diversiteitsbeleid is de aandacht gericht op de individuele werknemer met of zonder kenmerken die voor het bedrijf gunstig zouden kunnen zijn en de beeldvorming die daarbij hoort. We spreken tegenwoordig liever over duurzame inzetbaarheid: hoe kunnen functies zo worden ontworpen dat de inzetbaarheid van ouderen optimaal wordt benut. Het nieuwe woord voor diversiteit is inclusiviteit, dat wil zeggen dat niet naar de mensen wordt gekeken maar naar de processen en systemen in een organisatie. Die systemen zouden diversiteitsproof moeten zijn: ze moeten zo zijn ingericht dat iedereen de kans en de mogelijkheid heeft om aan de slag te gaan en te blijven. Dat betekent dus ook dat in het HRM-beleid en de processen en systemen die daarbij horen ruimte is voor verschillen tussen mensen. Bijvoorbeeld dat de oudere wat meer ervaringskennis mag inbrengen, en dat jongeren niet als tijdelijke kracht worden binnengehaald maar dat hun de basis wordt geboden voor een loopbaan.Met bovenstaande begrippen raken we de kern. Essentieel is de context waarbinnen gewerkt wordt. Kan in de functie die de oudere bekleedt ervaring worden ingezet? Is er voldoende autonomie? Is de inhoud van het werk dusdanig interessant dat ervaren mensen het werk als een uitdaging blijven beschouwen, gemotiveerd blijven en als professionals aan de slag zijn? Of staat het werk onder druk, moet veel gepresteerd worden in een te korte tijd en hoort overwerk voor iedereen, ongeacht de leeftijd, bij de deal? Duurzame inzetbaarheid betekent dat jongeren de ruimte krijgen om goede vaklieden en professionals te worden. Daar is tijd voor nodig, in de literatuur wordt gesproken van 5000 uur. Voor jongeren betekent dit dus zekerheid in het werk. Ouderen kunnen best wat meer onzekerheid aan, vooral de gedegen rotten in het vak. Tenminste, als zij door bedrijven worden geselecteerd om hun kennis en ervaring in te zetten. Oudere werknemers kunnen dan best de tijdelijke banen voor hun rekening nemen en de klappen in moeilijke tijden opvangen. De basis is immers aanwezig.Ik pleit voor een nieuw diversiteitsbeleid, diversiteit niet als kenmerk van een individu maar als een kenmerk van de organisatie en van het team waarin wordt gewerkt. Onze kenniseconomie brengt voldoende goed opgeleide mensen voort die voldoende basiskennis hebben ontwikkeld. Echte vernieuwing en verdieping komen tot stand door samen te werken in teams van mensen die vanuit verschillend perspectief kijken naar wat gepresteerd moet worden. Verschillen in kennis en emotie, verschillen in perspectief op de samenleving en het bedrijf, blijven nu immers vaak onbenut. Niet vanuit sociale overwegingen maar vanuit een noodzaak tot verandering pleit ik voor doelbewuste intergenerationele samenwerking.Er bestaat een verouderd beeld over de vernieuwing van bedrijven en kantoren in het HRM-beleid. Jongeren willen zekerheid, zo constateren wij herhaaldelijk in onderzoek, enkele zeer bevoorrechte wellicht uitgezonderd. Ouderen hebben hun lessen geleerd, maar kunnen die ervaring niet kwijt. Vernieuwing in het HRM-beleid gaat over duurzaamheid, verbinding en over ruimte om van fouten te leren. Daar hebben alle betrokken en professionele werknemers wat aan.