Gotowe bibliografie tematyczne / Career barriers

Gotowa bibliografia na temat „Career barriers”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 20 lutego 2023

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Artykuły w czasopismach na temat "Career barriers"

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Santos, Gina Gaio. "Career barriers influencing career success". Career Development International 21, nr 1 (8.02.2016): 60–84. http://dx.doi.org/10.1108/cdi-03-2015-0035.

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Purpose – Few research has addressed the factors that undermine people’s subjective perceptions of career success. Hence, the purpose of this paper is to further illuminate the issue of career barriers in perceptions of career success for a specific group of professionals: academics. Design/methodology/approach – This study adopts an interpretative-social constructionist methodology. Complementarily, it was employed a phenomenological method in data gathering and analysis – with the use of in-depth interviews and a theme analysis. The research was undertaken with a group of 87 Portuguese academics of both sexes and in different stages of their academic careers. Findings – The findings pinpoint the existence of multi-level barriers encountered by the academics when trying to succeed in their careers. The interviewees mentioned particularly the organizational-professional career barriers pertaining to three general themes: poor collegiality and workplace relationships; the lack of organizational support and employment precariousness; and the career progression standards and expectations. At the individual life cycle level the interviewees referred to the theme of finding balance; at the same time, the gender structure was also a theme mentioned as an important career barrier in career success, particularly by the women interviewed. Research limitations/implications – One of the limitations of this research is related to the impossibility of generalizability of its findings for the general population. Nevertheless, the researcher provides enough detail that grants the reader with the ability to judge of its similarity to other research contexts. Practical implications – This research highlights the role played by distinct career barriers for a specific professional group: academics. This has implications for higher education policy-makers and for human resources managers in higher education institutions. Originality/value – The current study extends the literature on career success by offering detailed anecdotal evidence on how negative work experiences might hinder career success. This research shows that to understand career barriers to success it is useful to consider multi-level factors: organizational-level factors (e.g. poor collegiality and workplace relationships); individual-level factors (e.g. life-cycle factors such as age/career stage); and structural-level factors (e.g. gender).
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Swanson, Jane L., Kimberly K. Daniels i David M. Tokar. "Assessing Perceptions of Career-Related Barriers: The Career Barriers Inventory". Journal of Career Assessment 4, nr 2 (marzec 1996): 219–44. http://dx.doi.org/10.1177/106907279600400207.

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Veres, Anna, i Ibolya Kotta. "Perceived Career Barriers as a Mediator Between Career Adaptability and Life Satisfaction". European Journal of Behavioral Sciences 4, nr 1 (20.12.2021): 38–52. http://dx.doi.org/10.33422/ejbs.v4i1.603.

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Career adaptability is a widespread concept that is embedded in the career construction theory, the essence of which is that the individual integrates their professional self-image into their career during career development. The relationship between career adaptability and life satisfaction among university students has not yet been clarified. Perceived career barriers occur due to the rapid changes and developments on a global scale expose all individuals to ongoing problems and barriers which they may not be able to cope with. These barriers can be interpreted subjectively, that is, what represents a barrier for an individual, may not be one for another. This study examining the relationship between career adaptability and life satisfaction and the perceived barriers with potentially mediating effects. A total of 562 students from the psychology and special education faculty were surveyed. Results show that career adaptability predicts life satisfaction, moreover, this relationship is mediated by perceived career barriers and coping efficacy of perceived career barriers. The aim of the research was to gain a clearer picture of university students’ career development, and to help the work of career counseling centers, which aim at reducing attrition rate. The results suggest that it is worthwhile to increase career adaptability and to identify perceived barriers to facilitate a smoother career development process.
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Kim, Min-Jeong, i Jin Uhm. "The Effects of Career Barrier and Career Stress on Career Preparation Behavior of Female College Students: Mediation Effects of Career Resilience". Korean Association For Learner-Centered Curriculum And Instruction 22, nr 15 (15.08.2022): 259–73. http://dx.doi.org/10.22251/jlcci.2022.22.15.259.

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Objectives This study examined the effect of Career Barrier and Career Stress on the Career Preparation Behavior of Female College Students on Mediation Effects of Career Resilience. Methods For these purposes, 380 female college students were selected as the subjects of this study to conduct a self-written online survey, and frequency analysis, technical statistical analysis, and correlation analysis were conducted to understand the general matters of the study. To verify that career barrier, career stress, career preparation behavior, and career resilience showed significant differences, an independent sample t-test and a One-way ANOVA were conducted, and Schefft’s post-test was conducted for variables showing significant differences. Hierarchical regression analysis was performed to verify the mediating effect of career resilience on the path in which career barriers and career stress affect career preparation behavior. Results The major results are as follows. First, it was found that career barriers of female college students had a significant negative (-) effect on career preparation behavior. Second, it was found that female college students career stress had a significant negative (-) effect on career preparation behavior. Third, it was found that career resilience played a partial mediating role in the relationship between career barriers and career preparation behavior of female college students. Fourth, it was found that career resilience played a partial mediating role in the relationship between career stress and career preparation behavior of female college students. Conclusions Furthermore, the Career Barrier and Career Stress extend to the related research by checking the mediated effects of career resilience in the path of predicting Career Preparation Behavior. The relevance of the current findings in terms of establishing appropriate intervention strategies for career counseling clients was discussed and the limitations of the current study and suggestions for future studies are also included.
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Efimova, G. Z. "Barriers to Academic Career Development for University Teachers". University Management: Practice and Analysis 25, nr 4 (19.03.2022): 55–74. http://dx.doi.org/10.15826/umpa.2021.04.036.

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Barriers to Academic Career Development for University TeachersThe relevance of the issue in the present study is determined by the fact that it is difficult to engage and retain employees (including young ones) in the academic sphere because of various career barriers, which complicate pursuing a career in higher education. The study was conducted using the method of expert interviews with 108 full-time employees of Russian universities including administration, management, academic and teaching staff. These interviews identified the key barriers to academic careers for researchers and also classified these barriers. Presented findings can be useful for HR departments of higher education institutions for building various career paths for the employees of different ages, or for identifying specific types of barriers in career development to be overcome. The results of the study are relevant for academic and teaching staff interested in career development. The prospect of further research is to conduct a quantitative analysis based on the questionnaire results received from interviewing academic and teaching staff with the use of the proposed classification of academic career barriers.
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Kang, Ha-Na, i Yun-Hee Kim. "The impact of COVID-19 awareness on career-ready behavior in college students: Focusing on the mediating effect of perceived career barriers". Korean Association For Learner-Centered Curriculum And Instruction 23, nr 3 (15.02.2023): 27–38. http://dx.doi.org/10.22251/jlcci.2023.23.3.27.

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Objectives This study attempted to determine whether perceived career barriers act as parameters in the relationship between perception of COVID-19 and college students' career preparation behavior. Methods For this purpose, a survey was conducted on 311 men and women attending universities in Busan who understood the purpose and procedure of the study and agreed to participate in the study from April 26 to 30, 2021 using the perceived career barrier and career preparation behavior scale. The collected data were analyzed using the PROCESS macro Model No. 4 model of SPSS Process V3.5, Hayes (2017). Results The results of the study are as follows. First, it was found that perception of COVID-19 and perceived career barriers had a statically significant correlation, and perceived career barriers and career preparation behavior had a negative significant correlation. Second, while the direct effect of perception of COVID-19 on college students' career preparation behavior did not have a significant effect, it was verified that the indirect effect on college students' career preparation behavior was significant through the perceived career barrier. In other words, it was found that the perceived career barrier had a complete mediating effect in the relationship between the perception of COVID-19 and the career preparation behavior of college students. Conclusions The higher the anxiety caused by the COVID-19 situation, the higher the perception of career barriers, which can suppress career preparation behavior, suggested implications related to interventions to promote college students' career preparation behavior in the COVID-19 situation, and finally discussed the limitations of the study.
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Mate, Susan Elizabeth, Matthew McDonald i Truc Do. "The barriers and enablers to career and leadership development". International Journal of Organizational Analysis 27, nr 4 (2.09.2019): 857–74. http://dx.doi.org/10.1108/ijoa-07-2018-1475.

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Purpose The purpose of this study is to contrast how the relationship between career and leadership development and workplace culture is experienced by women in two different countries and the implications this has for human resource development initiatives. Design/methodology/approach The study used a qualitative narrative research design to understand how the lived experiences of Australian and Vietnamese early- to mid-career female academics is engendered. Findings The study identified a number of key barriers and enablers that affected women’s career and leadership development. For the Australian participants, the main barrier included the competing demands of work and life and male dominated organisational cultures that discriminate against women in covert ways. The main enabler was mentoring and the building of professional networks that provided their careers with direction and support. For the Vietnamese participants, the main barriers were overt and included male-dominated organisational and societal cultures that limit their career and leadership development opportunities. The main enabler was having a sponsor or person with power in their respective organisation who would be willing to support their career advancement and gaining recognition from colleagues and peers. Research limitations/implications Gaining a deeper understanding of the barriers and enablers that effect women’s career and leadership development can be used to investigate how culturally appropriate developmental relationships can create ways to overcome the barriers they experience. Originality/value The study analysed the contrasting experiences of barriers and enablers from two cultures. The participants narrated stories that reflected on the gender politics they experienced in their career and leadership development. The narrative comparisons provide a unique lens to analyse the complex cultural experience of gender and work with potential implications for human resource development.
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Lee, Donguk. "Influencing Factors of Career Barriers Perceived by High School Students from Multicultural Families: A Study Using the Smart PLS-SEM Approach". Korean Association For Learner-Centered Curriculum And Instruction 22, nr 19 (15.10.2022): 631–43. http://dx.doi.org/10.22251/jlcci.2022.22.19.631.

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Objectives This study was conducted to investigate the factors influencing perceived career barriers of high school-age multicultural adolescents. The detailed goals are 1) the relationship between parental support, friend relationship, teacher relationship and self-esteem, 2) the relationship between parental support, friend relationship, teacher relationship and career barriers perceived, and 3) self-esteem and career barriers perceived. Methods The general characteristics of the subjects were analyzed using SPSS 28.0 for 1,146 multicultural adolescents in their third year of high school, which is the 9th waves of the Multicultural Adolescents Panel Study. Structural equation modeling analysis (PLS-SEM) based on partial least squares (PLS) was used. For model evaluation of PLS-SEM, internal consistency reliability, convergent validity and discriminant validity were checked. For structural model evaluation and hypothesis testing, multicollinearity (VIF), adjusted R2, effect size (f2), predictive relevance (Q2), and statistical significance were checked. Results First, although parental support did not have a direct effect on career barrier perception, it showed an indirect effect on career barrier perception by using self-esteem as a mediating effect. Second, friend relationship had a direct negative effect on career barrier perception, and showed an indirect effect on career barrier perception with self-esteem as a mediating effect. Third, teacher relationship did not have a direct effect on career barrier perception, but showed an indirect effect on career barrier perception using self-esteem as a mediating effect. Conclusions Through the results of the study, it was confirmed that self-esteem had a mediating effect on the relationship between parental, friend, teacher relationship and career barrier perception, and parental, friend, and teacher relationship all showed a significant positive effect on self-esteem.
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Cook, P. "Breaking the barriers to career progression [career planning]". Engineering Management 16, nr 2 (1.04.2006): 31–33. http://dx.doi.org/10.1049/em:20060207.

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Maharjan, Sarita. "Individual, Family Factors and Career Development of Female School Teachers". Journal of Nepalese Business Studies 14, nr 1 (20.12.2021): 108–17. http://dx.doi.org/10.3126/jnbs.v14i1.41497.

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In Nepalese society, female people feel that they are facing many obstacles in their career development such as individual, family, organization barriers, etc. In this regard, this study is conducted to analyze barriers in female career development. So, the study's main objective is to analyze the impact of individual and family barriers on female school teachers' career development. ausal effect research design has been employed in this study to analyze the impact of the barriers on female career development. The study used a judgmental sampling technique to gather the real picture of data from female school teachers in Kathmandu valley. Multiple regression analysis techniques has been adopted to analyze the data. From the result of data analysis, it is concluded that the family issue has hampered the career development of female school teachers. This means that Nepalese female teachers have to do their office duty along with giving time for their family members, housework and child-caring, etc. This could be beneficial to school administrators, trainers, and human resource professionals who want to help female teachers for the advancement of their careers.
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Rozprawy doktorskie na temat "Career barriers"

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Raiff, Gretchen Wade. "The Influence of Perceived Career Barriers on College Women's Career Planning". Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4685/.

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Research has indicated that balancing work and family is on the minds of college-age women long before they are married. At the same time, women continue to choose occupations that do not fully utilize their abilities and often fail to follow their original career goals. The purpose of this study was to examine the influence of perceived career barriers and supports on young women's career planning. Utilizing Social Cognitive Career Theory (SCCT) and recent literature as a basis, this study conceptualized career goals using the two constructs career salience and career aspirations. Based on information garnered in this student's thesis and on studies examining pathways in the SCCT model, the current study used a hierarchical regression model and hypothesized that barriers related to work and family conflict and sex discrimination would have the most impact on the career aspirations and career salience of young women. Career supports were hypothesized to add significantly to the prediction of these variables, and coping self-efficacy for these types of barriers were hypothesized to depend on the level of these types of barriers perceived and the interaction effect was in turn expected to add significantly to the prediction of career aspirations and career salience. None of the hypotheses were supported in predicting career salience. Career aspirations were found to be predicted by barriers other than those hypothesized, career supports were found to add significant variance, and coping self-efficacy for work and family conflict was found to have a unique, unpredicted relationship with career aspirations. Implications of the findings are discussed as are suggestions for directions of new research utilizing SCCT.
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Geddes, Jean. "Women in management : barriers to career progress". Thesis, London Metropolitan University, 2002. http://repository.londonmet.ac.uk/1428/.

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This study of women in management was initiated to explore, through women managers themselves, the barriers they thought were hindering their progress up the management hierarchies in BT. To facilitate this study the first former utility organisation to be privatised was approached to be the case study. At the time the organisation, which was undergoing a major organisational change programme aimed at taking it from the utility provider it had been to the dynamic private company it wanted to be, was gaining a reputation for enlightened equal opportunity policies. It had a vigorous gender champion and an equal opportunities department that had ensured circulation of the organisation's equal opportunities policies to all members of staff. BT employed a large number of women managers in different functions, working in different locations throughout the UK and in a number of positions in the management hierarchy short of the most senior management or director levels. It therefore presented a unique opportunity to study women in the management pipeline from across a broad spectrum of jobs and backgrounds, women who were not being promoted in the same proportions as their male counterparts. To examine their circumstances a mixed methodology was used drawing on aspects of feminist, positivist and pragmatic models because each offered an essential element of the mix needed to satisfy the requirements for undertaking the study. As the researcher was both a manager employed by the case study organisation and a woman there were elements of feminist methodology that guided involvement and personal interest in the study. The culture of the case study organisation was such that it was driven by the quantitative measures offered by positivism. An implicit element of the agreement between researcher and case study organisation was therefore that elements of the findings should reflect this requirement. Finally, a pragmatic approach to undertaking the study underpinned the dialogue between researcher and case study organisation as ways were explored for carrying out the investigation. While it cannot be assumed that the same barriers to progress for women managers found in the case study organisation exist for women managers in other organisations, the findings of this study have nevertheless highlighted issues beyond the borders of the organisation. Firstly, they confirm the conclusions of previous research that women have been both horizontally and vertically segregated in areas of organisations from which progress into top management positions is more difficult to achieve. Secondly, the study casts new light on the pressures that women face when trying to reconcile the needs of work and caring responsibilities. Women's ambitions are still tempered by their place in the home as carer and partner and many are prepared to subordinate their career opportunities to the needs of their family. Most crucially, the study highlights the extent to which women's aspirations are bounded by their work experiences. It has been assumed that organisational cultures have been becoming more sympathetic towards the inclusion of women managers and more prepared to encourage women to progress but the evidence of this study is that this operates at the level of rhetoric instead of action. The organisational structures and management styles presented barriers that flattened the ambition of women and exposed them to bullying, intimidation and harassment. Nurtured by an uncompromisingly macho company culture underpinned by an old boys' network, the barriers that women encountered served to suppress initiative and detain them at lower levels of management. Many women felt that because of this they were stifled, inhibited from improving their own or the organisation's performance. Furthermore, this study demonstrates that the nebulous nature of these insidious discriminatory practices renders them almost impenetrable. Just as BT shares a history and culture similar to several other former utility organisations so it is probable that these practices are mirrored in other organisations. Finally, the assumptive base of some recent analysts question the ways in which women are likely to progress in management. It has been assumed that the excellent educational achievements of women in recent years will automatically translate into increased opportunities for high office in organisations. However the findings of this study show that the organisational climate in which women find themselves has a larger impact on their progress. In this study the women with the highest qualifications were clustered in the lowest ranks in the division of the organisation that showed most resistance to gender diversity. Therefore while education may enhance a woman's opportunities, it does not automatically position her for higher office. The other assumption that women are increasingly limiting their own career opportunities by making positive decisions to remain at the lowest positions in the management pipeline, through positive lifestyle choices, are challenged by the findings here. It was only when women found themselves hampered and unlikely to progress or thought that the harmony of their home lives was threatened that they decided to limit their options. Otherwise, many of them stated, they would have relished the challenge of higher office. As this study shows, it would clearly be a disservice to these women managers to confuse their forfeiture of ambition because of the prevailing hostile organisational climate or for family reasons, with their positively deciding to limit their careers.
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Chik, Tsan-ming, i 植燦明. "Career barriers of newly arrived women in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31250919.

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Harris, Octavia A. "Exploring General Career Barriers and Self-Constructed Career Impediments of Minority Women Managers and Leaders". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4448.

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In 2016, the U.S. Census Bureau indicated only 39.1% of women occupied management and leadership occupations. The absence of women in leadership roles minimizes career aspirations, reduces the benefits of gender diversity, and lowers growth opportunities for women. The purpose of this interpretive hermeneutical phenomenological study was to unveil the lived experiences of a sample of minority women managers and leaders in the finance and insurance sector in Central Florida who encountered general career barriers and self-imposed career impediments that hindered them from advancing. The conceptual framework that guided this study was the social cognitive career theory coupled with the self-efficacy theory. Data were collected through semistructured interviews with 8 minority mid-level managers and leaders in the finance and insurance industry in Central Florida. Data were analyzed using the modified van Kaam method reformed by Moustakas. Five themes emerged from the data: General career barriers, self-imposed career impediments, career challenges, career management strategies, and career barrier counsel. These results may contribute to social change by raising awareness about career impediments that can discourage career paths of women and illuminating strategies regarding how to maneuver through interferences. Women can take control of their lives and modify their career paths. When organizational managers and leaders become more self-aware of the perceived career obstructions, they can initiate the appropriate training to help their employees maneuver, overcome, and navigate through difficulties.
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Bester, Jonell. "The perception of career barriers among South African university students". Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6719.

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Thesis (MA)--University of Stellenbosch, 2011.
ENGLISH ABSTRACT: It has become evident over the past several years that there are a substantial number and a variety of career-related barriers that individuals perceive and experience in the workplace and that consequently interfere with their career development. Up to date, a vast amount of studies have investigated and reported on this topic world wide, yet little research has been gathered regarding the career-related barriers that South African citizens, especially students from higher educational institutions, perceive or experience. The aim and purpose of this quantitative research study was therefore to explore the diverse barrier perceptions and experiences of South African university students by means of determining the degree to which a range of internal and external barriers would hinder or has hindered their career development and whether these barriers (a) vary by gender, (b) vary by race/ethnicity and (c) vary by course level or academic year of study. In order to meet the study objectives and answer the three primary research hypotheses (a, b and c), respondents were invited via electronic mail to participate in a once-off online survey which consisted of a demographic questionnaire and the Career Barriers Inventory-Revised (CBI-R) (Swanson, Daniels, & Tokar, 1996). The results of the three primary research hypotheses indicated that the nature or type of career-related barriers perceived and experienced by the sample of South African university students (N = 1897) differed significantly among gender, racial-ethnic groups and course level or academic year of study. Significant gender differences were found on all 13 CBI-R scales, racial-ethnic differences on 9 of the 13 CBI-R scales (both assessed by means of a one-way independent ANOVA) and course level or academic year of study differences on 3 of the 13 CBI-R scales (measured by Spearman’s correlation coefficient). The present research study therefore revealed descriptive and exploratory baseline data regarding the perceived career barriers among South African university students and clearly demonstrated the CBI-R’s validity and applicability in the South African student context. Awareness of these students’ barrier perceptions can be a useful tool in planning and developing future intervention strategies for coping with and overcoming obstacles to their career progress.
AFRIKAANSE OPSOMMING: Oor die afgelope paar jaar het dit aan die lig gekom dat daar ‘n groot aantal en ‘n verskeidenheid loopbaanverwante hindernisse is wat individue waarneem en ondervind in die werksplek en wat gevolglik inmeng met hul loopbaanontwikkeling. Tot op hede is daar ‘n groot aantal studies wat hierdie onderwerp wêreldwyd ondersoek en daaroor berig het, tog is daar slegs ‘n klein hoeveelheid navorsing gedoen met betrekking tot die loopbaanverwante hindernisse wat Suid-Afrikaanse burgers, veral studente in hoëronderwys opvoedkundige instellings, waarneem en ondervind. Die doel en voorneme van hierdie kwantitatiewe navorsingstudie was gevolglik om die diverse hindernispersepsies en -ervarings van Suid-Afrikaanse universiteitstudente te bestudeer deur die graad te bepaal waartoe ‘n verskeidenheid interne en eksterne hindernisse hul loopbaanontwikkeling sal bemoeilik (of reeds het) en of hierdie hindernisse (a) verskil van geslag, (b) verskil van ras/etnisiteit en (c) verskil van kursusvlak of akademiese jaar van studie. Om aan die doel van hierdie studie te voldoen en die drie primêre navorsingshipoteses (a, b en c) te beantwoord, is respondente deur middel van elektroniese pos uitgenooi om aan ‘n eenmalige aanlyn-opname deel te neem wat die voltooing van ‘n demografiese vraelys en die Career Barriers Inventory-Revised (CBI-R) (Swanson, Daniels, & Tokar, 1996) behels het. Die resultate van die drie primêre navorsingshipoteses het aangedui dat die aard of tipe loopbaanverwante hindernisse wat deur die steekproef Suid-Afrikaanse studente (N = 1897) waargeneem en ondervind word, beduidend verskil ten op sigte van geslag, ras/etniese groep en kursusvlak of akademiese jaar van studie. Beduidende geslagsverskille is gevind op al 13 CBI-R skale, ras/etniese verskille op 9 van die 13 CBI-R skale (albei geassesseer deur middel van ‘n eenrigting onafhanklike ANOVA) en kursusvlak of akademiese jaar van studie verskille op 3 van die 13 CBI-R skale (gemeet deur Spearman se korrelasie koëffisiënt). Die huidige navorsingstudie het dus beskrywende en ondersoekende grondslag-data aangaande die waargenome loopbaanhindernisse van Suid Afrikaanse studente onthul en het duidelik die CBI-R se geldigheid en toepaslikheid in die Suid-Afrikaanse studente-konteks gedemonstreer. Bewustheid van hierdie studente se hindernispersepsies kan ‘n nuttige maatstaf wees in die beplanning en ontwikkeling van toekomstige intervensiestrategieë vir die hantering en oorwinning van struikelblokke tot hul loopbaanvordering.
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Grewal, Bindy K. "Women superintendents in California: Characteristics, barriers, career paths and successes". Scholarly Commons, 2002. https://scholarlycommons.pacific.edu/uop_etds/2545.

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The purpose of this study is to investigate the factors that contribute to the career achievements of female superintendents in California's public schools. The under-representation of female superintendents in California's educational system is explored, and the study helps explain why it exists and how it can be changed. The personal and professional characteristics shared among the female superintendents are clearly outlined. In addition, the study also describes the personal and professional obstacles these women have encountered while aspiring to become superintendents, how they overcame them and what advice they have for aspiring superintendents. While illustrating these factors, as well as outlining the most typical career path to the superintendency, the study also covers why there is a disproportionate representation of women in the superintendent position, and explores how that can change. Additionally, the study investigates why California has more female superintendents than found in the national average. The researcher used qualitative and quantitative research methods. The population consisted of 152 female superintendents in California. A questionnaire was used to collect personal and professional characteristics data. Thereafter, structured taped interviews were conducted with 10 selected female superintendents. Findings of the study showed that while California has a higher percentage of female superintendents than the national average, there is still a disparity between men and women in this field. The study illustrates the common characteristics shared among the women holding superintendency positions. The female superintendents in California all begin with a minimum of seven years of teaching, and then their career paths begin to vary. Barriers such as chauvinism and prejudice on the part of board members exist, as well as balancing career with home responsibilities. To overcome barriers and achieve success, upbringing is an important factor. Women superintendents tend to be strong in their resolve and to persevere. In order to be successful, it is recommended that superintendents mentor other aspiring superintendents to reinforce the belief that women should be placed in these leadership roles. Also, women should gain a variety of experiences. Numerous reasons were given due to the disproportionate role of female superintendents in California. One included the women's responsibility in the family. To overcome this disproportionate representation, it is recommended that these women have a strong support system at home. California's culture allows women to further advance in education as opposed to other states. According to these women superintendents, tolerance is greater in California, a state with less views about women and more views about growth and progress.
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Askren, Edgehouse Melissa A. "Characteristics and Career Path Barriers of Women Superintendents in Ohio". Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1218138547.

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Harris, Alesha Nicole. "Perceived Barriers to Career Self-Exploration for Adults with Learning Disabilities". Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:107264.

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Thesis advisor: Janet E. Helms
Research regarding the career exploration process for adults with reading disabilities and ADHD who participate in Adult Basic Education (ABE) programs is limited. Due to a lack of career development resources in ABE programs, adults with reading disabilities and ADHD do not always have the opportunity to engage in career exploration activities that might help them make satisfying career decisions. In career development theory, self-determination is the capacity to identify personal goals and is considered crucial to overcoming barriers and making meaningful career choices. In the present study, a model was proposed and tested that examined self-determination as a mediator of the hypothesized relationships between perceived career and educational barriers and career development outcomes. Adults with reading disabilities and ADHD from ABE programs (N = 83) completed a demographic questionnaire and screening measures intended to classify them according to type of disability (i.e., reading, ADHD, and combined reading and ADHD). They also completed measures of perceived educational and career barriers, components of self-determination, and career self-efficacy. Multivariate multiple regression analyses were used to investigate hypotheses derived from the proposed model. The results revealed that experiences of perceived educational barriers, but not career barriers, were related to low levels of career decision-making self-efficacy and self-determination; the competence component of self-determination was associated with higher levels of career decision-making self-efficacy. Overall, the results suggested that self-determination partially mediated the relationship between perceived educational barriers and career decision-making self-efficacy. The findings indicate that, for ABE adults with reading disabilities and ADHD, having a sense of one’s own expertise is important for overcoming barriers and feeling confident in making career decisions. Discussions included methodological limitations and implications for practice and research
Thesis (PhD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
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Punch, Renee J., i n/a. "Career Development and Adolescents Who are Hard of Hearing: Career Maturity, Career Decision-Making and Career Barriers Among High School Students in Regular Classes". Griffith University. School of Education and Professional Studies, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060608.124321.

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In Australia, as in most English-speaking countries, increasing numbers of children with significant hearing loss are being educated in regular classes with the support of itinerant teachers of the deaf, rather than in segregated settings. These students primarily use their amplified residual hearing and communicate orally, and may be functionally defined as hard of hearing. This thesis reports on a study investigating the career development of hard of hearing high school students attending regular Year 10, 11, and 12 classes with itinerant teacher support in the Australian states of Queensland and New South Wales. The students had bilateral sensorineural hearing losses ranging from mild to profound. The study sought to identify and analyse the key factors that influence the career development of this population. The design of the study was informed by Social Cognitive Career Theory (Lent, Brown, & Hackett, 1994), with its emphasis on cognitive variables, personal agency, diversity, and contextual influences, and the developmental theory of Donald Super and its associated concept of career maturity (Super, 1980; Super, Savickas, & Super, 1996). The study also investigated the social participation of hard of hearing adolescents and the relationship among the students' perceptions of their social participation, their social self-concept, and their career decision-making. The research was conducted using a three-phase, mixed methods approach incorporating two major phases, one quantitative and one qualitative, preceded by a minor, preliminary phase. The preliminary, exploratory phase of the study was included in order to guide the design of the survey instrument, and in particular the section covering perceived career barriers, an area not discussed in the literature for this population. Interviews were conducted with four hard of hearing Year 12 school students and four hard of hearing first-year university students who were recent school-leavers. In phase two, sixty-five hard of hearing students were compared with a matched group of normally hearing peers on measures of career maturity, career indecision, perceived career barriers, social participation and three variables associated with Social Cognitive Career Theory: career decision-making self-efficacy, outcome expectations, and goals. In addition, predictors of career maturity were tested for both groups. Phase three comprised the collection and analysis of qualitative data from interviews with a proportion of the survey respondents to explore the quantitative results in greater depth. Twelve students with hearing losses ranging from moderate to profound participated in these interviews. Results of the quantitative analysis indicated that (a) the two groups did not differ on measures of career maturity or social participation, (b) the Social Cognitive Career Theory variables were less predictive of career behaviours for the hard of hearing students than for the normally hearing students, and (c) perceived career barriers related to hearing loss predicted lower scores on the measure of career development attitudes for the hard of hearing students. The quantitative data also showed that survey respondents reported high levels of anticipation of some hearing-related barriers to achieving their educational or career goals, particularly 'people not understanding my hearing loss.' The results of the qualitative analysis extended many of the quantitative findings, yielding information and insights inaccessible through traditional quantitative methods. The qualitative findings revealed ways in which students perceived potential barriers, how they felt about them, and ways in which their perceptions of barriers influenced their career choice and decision-making. In addition, the qualitative findings revealed a complex interaction among students' social participation with their peers, their experiences of other people's negative reactions, their self-consciousness about their hearing loss, their fears about mishearing people, and their career decision-making. In sum, the study identified potential career barriers as a key factor influencing the career development of this group of hard of hearing students, and clarified understanding of the way in which their social self-concept interacted with their career development. The study's findings contribute to current knowledge and understanding of the career development of adolescents with significant hearing loss who attend regular classes with itinerant teacher support in two states of Australia. The thesis discusses implications for theory and for practice that have arisen from the study, and sets out recommendations for ways in which the career development and transition of this population might be improved.
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Punch, Renee J. "Career Development and Adolescents Who are Hard of Hearing: Career Maturity, Career Decision-Making and Career Barriers Among High School Students in Regular Classes". Thesis, Griffith University, 2005. http://hdl.handle.net/10072/366624.

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In Australia, as in most English-speaking countries, increasing numbers of children with significant hearing loss are being educated in regular classes with the support of itinerant teachers of the deaf, rather than in segregated settings. These students primarily use their amplified residual hearing and communicate orally, and may be functionally defined as hard of hearing. This thesis reports on a study investigating the career development of hard of hearing high school students attending regular Year 10, 11, and 12 classes with itinerant teacher support in the Australian states of Queensland and New South Wales. The students had bilateral sensorineural hearing losses ranging from mild to profound. The study sought to identify and analyse the key factors that influence the career development of this population. The design of the study was informed by Social Cognitive Career Theory (Lent, Brown, & Hackett, 1994), with its emphasis on cognitive variables, personal agency, diversity, and contextual influences, and the developmental theory of Donald Super and its associated concept of career maturity (Super, 1980; Super, Savickas, & Super, 1996). The study also investigated the social participation of hard of hearing adolescents and the relationship among the students' perceptions of their social participation, their social self-concept, and their career decision-making. The research was conducted using a three-phase, mixed methods approach incorporating two major phases, one quantitative and one qualitative, preceded by a minor, preliminary phase. The preliminary, exploratory phase of the study was included in order to guide the design of the survey instrument, and in particular the section covering perceived career barriers, an area not discussed in the literature for this population. Interviews were conducted with four hard of hearing Year 12 school students and four hard of hearing first-year university students who were recent school-leavers. In phase two, sixty-five hard of hearing students were compared with a matched group of normally hearing peers on measures of career maturity, career indecision, perceived career barriers, social participation and three variables associated with Social Cognitive Career Theory: career decision-making self-efficacy, outcome expectations, and goals. In addition, predictors of career maturity were tested for both groups. Phase three comprised the collection and analysis of qualitative data from interviews with a proportion of the survey respondents to explore the quantitative results in greater depth. Twelve students with hearing losses ranging from moderate to profound participated in these interviews. Results of the quantitative analysis indicated that (a) the two groups did not differ on measures of career maturity or social participation, (b) the Social Cognitive Career Theory variables were less predictive of career behaviours for the hard of hearing students than for the normally hearing students, and (c) perceived career barriers related to hearing loss predicted lower scores on the measure of career development attitudes for the hard of hearing students. The quantitative data also showed that survey respondents reported high levels of anticipation of some hearing-related barriers to achieving their educational or career goals, particularly 'people not understanding my hearing loss.' The results of the qualitative analysis extended many of the quantitative findings, yielding information and insights inaccessible through traditional quantitative methods. The qualitative findings revealed ways in which students perceived potential barriers, how they felt about them, and ways in which their perceptions of barriers influenced their career choice and decision-making. In addition, the qualitative findings revealed a complex interaction among students' social participation with their peers, their experiences of other people's negative reactions, their self-consciousness about their hearing loss, their fears about mishearing people, and their career decision-making. In sum, the study identified potential career barriers as a key factor influencing the career development of this group of hard of hearing students, and clarified understanding of the way in which their social self-concept interacted with their career development. The study's findings contribute to current knowledge and understanding of the career development of adolescents with significant hearing loss who attend regular classes with itinerant teacher support in two states of Australia. The thesis discusses implications for theory and for practice that have arisen from the study, and sets out recommendations for ways in which the career development and transition of this population might be improved.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
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Książki na temat "Career barriers"

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V, Still Leonie. Career barriers and the older woman manager. Perth, WA: Edith Cowan University, 1997.

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Career barriers: How people experience, overcome, and avoid failure. Mahwah, N.J: Lawrence Erlbaum Associates, 1998.

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E, Harney Elisabeth, red. No one is unemployable: Creative solutions for overcoming barriers to employment. Hacienda Heights, CA: WorkNet Publications, 1997.

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Career success is color-blind: Overcoming prejudice and eliminating barriers in the workplace. Wyd. 2. Indianapolis, IN: JIST Pub., 2000.

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McAuliffe, Garrett J. Identifying critical internal barriers to effective career decision-making among college students. Washington, D.C: Educational Resources Information Center, 1991.

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Rae, Krannich Caryl, red. Overcoming barriers to employment: 127 great tips for putting red flags behind you. Manassas Park, VA: Impact Publications, 2006.

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Overcoming barriers to employment success: The key to getting and keeping a job. Indianapolis: JIST Publishing, 2009.

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Mackinnon, Caroline. Recherche la femme: Barriers to women's career progression in male dominated professions - the case of academia. [s.l.]: typescript, 1995.

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Reyes, Ruben T. Crossing the barriers, scaling the heights: Selected career works and random thoughts of Justice Ruben T. Reyes. Manila, Philippines: Supreme Court of the Philippines, 2009.

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Reyes, Ruben T. Crossing the barriers, scaling the heights: Selected career works and random thoughts of Justice Ruben T. Reyes. Manila, Philippines: Supreme Court of the Philippines, 2009.

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Części książek na temat "Career barriers"

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Holton, Viki, i Fiona Elsa Dent. "Career Barriers". W Women in Business, 66–77. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137008398_5.

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Levin, Nimrod, i Itamar Gati. "Imagined and Unconscious Career Barriers". W Exploring New Horizons in Career Counselling, 167–88. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-154-0_10.

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Leung, Opal, i Susan M. Adams. "Sticky Solutions to Career Barriers". W Time for Solutions!, 171–96. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781351131674-9.

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Schultheiss, Donna E., i Brittan L. Davis. "Immigrant workers: Career concerns and barriers." W APA handbook of career intervention, Volume 1: Foundations., 259–77. Washington: American Psychological Association, 2015. http://dx.doi.org/10.1037/14438-015.

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Unger, Darlene D., Frank J. Sansosti i Allison M. Novotny. "Barriers to Successful Transition". W Postsecondary Transition for College- or Career-Bound Autistic Students, 13–37. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93947-2_2.

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Wong, Billy. "Differences, Barriers and Minority Ethnic Groups". W Science Education, Career Aspirations and Minority Ethnic Students, 40–54. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137533982_3.

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Mishra, Manasee, Barun Kanjilal i Dilip Ghosh. "Systemic Barriers to Career Growth: Women Outreach Workers of India". W Women and Global Health Leadership, 207–17. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-84498-1_20.

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Albien, Anouk J., i Anthony V. Naidoo. "Barriers and Enablers for Career Development Among Marginalized South African Youth". W New perspectives on career counseling and guidance in Europe, 147–65. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61476-2_10.

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Davidson, M. Meghan, Mary J. Heppner i Anne Scott Lapour. "The Ecology of Women’s Career Barriers: Creating Social Justice Through Systemwide Intervention". W Handbook of Counseling Women, 137–52. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc., 2017. http://dx.doi.org/10.4135/9781506300290.n16.

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Schittenhelm, Karin. "Overcoming Barriers. Career Trajectories of Highly Skilled Members of the German Second Generation". W A Life-Course Perspective on Migration and Integration, 101–19. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1545-5_5.

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Streszczenia konferencji na temat "Career barriers"

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Kemmet, Elena. "BARRIERS FOR WOMEN IN THE ACADEMIC CAREER". W 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1028.

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Stobart, Richard K., i Xunzhe Zhang. "Starting and Developing an Engineering Career: The Barriers and Opportunities". W SAE 2014 World Congress & Exhibition. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 2014. http://dx.doi.org/10.4271/2014-01-0625.

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Sekoaila, Ursula, i Funmi Adebesin. "Women in ICT: Barriers to career advancement and strategies for improvement". W 2016 IST-Africa Week Conference. IEEE, 2016. http://dx.doi.org/10.1109/istafrica.2016.7530588.

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Fashusi, Olubunmi. "Emotional Job Demands and Barriers of Early Career Alternatively Certified Black Teachers". W AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1894349.

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Fashusi, Olubunmi. "Emotional Job Demands and Barriers of Early Career Alternatively Certified Black Teachers". W 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1894349.

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Kholis, Nur. "Barriers to Women's Career Advancement in Indonesian Academia: A Qualitative Empirical Study". W 1st Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/yicemap-17.2017.27.

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"Barriers to Advancement of Mid-Career Women in India: Implications for Women Leadership". W 3rd International Conference on Gender Research. ACPI, 2020. http://dx.doi.org/10.34190/igr.20.049.

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Bergey, Bradley. "The Conceptualization of Costs and Barriers of a Teaching Career Among Men of Color". W 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1437091.

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Wardale, Dorothy. "Improving international student transition to professional employment." W Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11039.

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This paper draws its data from two sources: a literature review of the enablers and barriers to a successful transition by migrants and international students to a professional career; and a case study of 14 post-graduate students in an Australian public university. The case study includes interviews with two students of their perception of the transition to employment. The paper identifies ten considerations for universities and students seeking to maximise success, and to minimise the time taken, to transition to a career in the Australian workforce.
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Md Yusoff, Irma Yazreen, Zorah Abu Kassim i Nagarani Seenivasa. "Perceived barriers for women's career progression and its impact towards job performance in multinational companies in Malaysia". W 2011 IEEE Symposium on Business, Engineering and Industrial Applications (ISBEIA). IEEE, 2011. http://dx.doi.org/10.1109/isbeia.2011.6088838.

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Raporty organizacyjne na temat "Career barriers"

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Wroblewski, Angela, i Victoria Englmaier. Absolventinnenbefragung muv. IHS - Institute for Advanced Studies, luty 2017. http://dx.doi.org/10.22163/fteval.2017.499.

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Despite some successes, however, there are still barriers for women at universities, which are reflected in the so-called "leaky pipeline", i.e. a decreasing proportion of women the higher their position in the science system. The University of Vienna is also characterised by a pronounced leaky pipeline. The mentoring programme of the University of Vienna - muv - was launched to counteract this development and to support women in entering an academic career. The programme has been continuously evaluated and further developed. This report continues this tradition and provides input for a discussion on the further development of the programme.
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Mobley, Erin M., Diana J. Moke, Joel Milam, Carol Y. Ochoa, Julia Stal, Nosa Osazuwa, Maria Bolshakova i in. Disparities and Barriers to Pediatric Cancer Survivorship Care. Agency for Healthcare Research and Quality (AHRQ), marzec 2021. http://dx.doi.org/10.23970/ahrqepctb39.

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Objectives. Survival rates for pediatric cancer have dramatically increased since the 1970s, and the population of childhood cancer survivors (CCS) exceeds 500,000 in the United States. Cancer during childhood and related treatments lead to long-term health problems, many of which are poorly understood. These problems can be amplified by suboptimal survivorship care. This report provides an overview of the existing evidence and forthcoming research relevant to disparities and barriers for pediatric cancer survivorship care, outlines pending questions, and offers guidance for future research. Data sources. This Technical Brief reviews published peer-reviewed literature, grey literature, and Key Informant interviews to answer five Guiding Questions regarding disparities in the care of pediatric survivors, barriers to cancer survivorship care, proposed strategies, evaluated interventions, and future directions. Review methods. We searched research databases, research registries, and published reviews for ongoing and published studies in CCS to October 2020. We used the authors’ definition of CCS; where not specified, CCS included those diagnosed with any cancer prior to age 21. The grey literature search included relevant professional and nonprofit organizational websites and guideline clearinghouses. Key Informants provided content expertise regarding published and ongoing research, and recommended approaches to fill identified gaps. Results. In total, 110 studies met inclusion criteria. We identified 26 studies that assessed disparities in survivorship care for CCS. Key Informants discussed subgroups of CCS by race or ethnicity, sex, socioeconomic status, and insurance coverage that may experience disparities in survivorship care, and these were supported in the published literature. Key Informants indicated that major barriers to care are providers (e.g., insufficient knowledge), the health system (e.g., availability of services), and payers (e.g., network adequacy); we identified 47 studies that assessed a large range of barriers to survivorship care. Sixteen organizations have outlined strategies to address pediatric survivorship care. Our searches identified only 27 published studies that evaluated interventions to alleviate disparities and reduce barriers to care. These predominantly assessed approaches that targeted patients. We found only eight ongoing studies that evaluated strategies to address disparities and barriers. Conclusions. While research has addressed disparities and barriers to survivorship care for childhood cancer survivors, evidence-based interventions to address these disparities and barriers to care are sparse. Additional research is also needed to examine less frequently studied disparities and barriers and to evaluate ameliorative strategies in order to improve the survivorship care for CCS.
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Workman, Sarah, i Maddy Thompson. Breaking down barriers: Empowering Black women in breast cancer care. Royal Geographical Society (with IBG), marzec 2022. http://dx.doi.org/10.55203/vvdj9112.

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Boyer, Martin, Philippe De Donder, Claude Fluet, Marie-Louise Leroux i Pierre-Carl Michaud. Long-Term Care Insurance: Knowledge Barriers, Risk Perception and Adverse Selection. Cambridge, MA: National Bureau of Economic Research, październik 2017. http://dx.doi.org/10.3386/w23918.

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Warren, Charlotte, Rachel Agbonkhese i Salisu Ishaku. Formative research on assessing barriers to fistula care and treatment in Nigeria. Population Council, 2016. http://dx.doi.org/10.31899/rh8.1043.

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Diep, Vuong. Fast-Track to Teledentistry: Removing Barriers to Care While Maximizing Overall Health. CareQuest Institute for Oral Health, marzec 2020. http://dx.doi.org/10.35565/cqi.2020.2010.

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Lazonick, William, Philip Moss i Joshua Weitz. Equality Denied: Tech and African Americans. Institute for New Economic Thinking, luty 2022. http://dx.doi.org/10.36687/inetwp177.

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Thus far in reporting the findings of our project “Fifty Years After: Black Employment in the United States Under the Equal Employment Opportunity Commission,” our analysis of what has happened to African American employment over the past half century has documented the importance of manufacturing employment to the upward socioeconomic mobility of Blacks in the 1960s and 1970s and the devastating impact of rationalization—the permanent elimination of blue-collar employment—on their socioeconomic mobility in the 1980s and beyond. The upward mobility of Blacks in the earlier decades was based on the Old Economy business model (OEBM) with its characteristic “career-with-one-company” (CWOC) employment relations. At its launching in 1965, the policy approach of the Equal Employment Opportunity Commission assumed the existence of CWOC, providing corporate employees, Blacks included, with a potential path for upward socioeconomic mobility over the course of their working lives by gaining access to productive opportunities and higher pay through stable employment within companies. It was through these internal employment structures that Blacks could potentially overcome barriers to the long legacy of job and pay discrimination. In the 1960s and 1970s, the generally growing availability of unionized semiskilled jobs gave working people, including Blacks, the large measure of employment stability as well as rising wages and benefits characteristic of the lower levels of the middle class. The next stage in this process of upward socioeconomic mobility should have been—and in a nation as prosperous as the United States could have been—the entry of the offspring of the new Black blue-collar middle class into white-collar occupations requiring higher educations. Despite progress in the attainment of college degrees, however, Blacks have had very limited access to the best employment opportunities as professional, technical, and administrative personnel at U.S. technology companies. Since the 1980s, the barriers to African American upward socioeconomic mobility have occurred within the context of the marketization (the end of CWOC) and globalization (accessibility to transnational labor supplies) of high-tech employment relations in the United States. These new employment relations, which stress interfirm labor mobility instead of intrafirm employment structures in the building of careers, are characteristic of the rise of the New Economy business model (NEBM), as scrutinized in William Lazonick’s 2009 book, Sustainable Prosperity in the New Economy? Business Organization and High-Tech Employment in the United States (Upjohn Institute). In this paper, we analyze the exclusion of Blacks from STEM (science, technology, engineering, math) occupations, using EEO-1 employment data made public, voluntarily and exceptionally, for various years between 2014 and 2020 by major tech companies, including Alphabet (Google), Amazon, Apple, Cisco, Facebook (now Meta), Hewlett Packard Enterprise, HP Inc., Intel, Microsoft, PayPal, Salesforce, and Uber. These data document the vast over-representation of Asian Americans and vast under-representation of African Americans at these tech companies in recent years. The data also shine a light on the racial, ethnic, and gender composition of large masses of lower-paid labor in the United States at leading U.S. tech companies, including tens of thousands of sales workers at Apple and hundreds of thousands of laborers & helpers at Amazon. In the cases of Hewlett-Packard, IBM, and Intel, we have access to EEO-1 data from earlier decades that permit in-depth accounts of the employment transitions that characterized the demise of OEBM and the rise of NEBM. Given our findings from the EEO-1 data analysis, our paper then seeks to explain the enormous presence of Asian Americans and the glaring absence of African Americans in well-paid employment under NEBM. A cogent answer to this question requires an understanding of the institutional conditions that have determined the availability of qualified Asians and Blacks to fill these employment opportunities as well as the access of qualified people by race, ethnicity, and gender to the employment opportunities that are available. Our analysis of the racial/ethnic determinants of STEM employment focuses on a) stark differences among racial and ethnic groups in educational attainment and performance relevant to accessing STEM occupations, b) the decline in the implementation of affirmative-action legislation from the early 1980s, c) changes in U.S. immigration policy that favored the entry of well-educated Asians, especially with the passage of the Immigration Act of 1990, and d) consequent social barriers that qualified Blacks have faced relative to Asians and whites in accessing tech employment as a result of a combination of statistical discrimination against African Americans and their exclusion from effective social networks.
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Ghimire, Sarala, Martin Gerdes, Santiago Martinez i Gunnar Hartvigsen. Virtual Prenatal Care: A Systematic Review of Pregnant Women' and Healthcare Professionals’ Experiences, Needs, and Preferences for Quality Care. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, wrzesień 2022. http://dx.doi.org/10.37766/inplasy2022.9.0070.

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Review question / Objective: The purpose of this systematic review was to gain deeper insights on (1) how existing virtual prenatal care interventions in pregnancy care have addressed pregnant women's and/or HCP's needs associated with communication, technology, and care provision, and (2) how those interventions are used for pregnancy care, including their effectiveness and barriers. Research questions: RQ1. What are the pregnant women's and HCP's needs for virtual prenatal care? RQ2. How is the quality care provided to pregnant women via virtual prenatal care modalities? RQ3. What are the experiences regarding the effectiveness and barriers? Main outcome(s): The findings from all the included articles were categorized based on the factors associated with the research questions. Thus, needs and preferences, virtual prenatal care modalities, and outcomes/experiences were considered as the main outcome for the synthesis.
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Fullerton, Carol S., i Quinn M. Biggs. Mortuary Affairs Soldiers: Early Intervention and Altering Barriers to Care for Traumatic Stress and PTSD. Fort Belvoir, VA: Defense Technical Information Center, wrzesień 2012. http://dx.doi.org/10.21236/ada573707.

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Fullerton, Carol S., i Quinn M. Biggs. Mortuary Affairs Soldiers: Early Intervention and Altering Barriers to Care for Traumatic Stress and PTSD. Fort Belvoir, VA: Defense Technical Information Center, wrzesień 2013. http://dx.doi.org/10.21236/ada592431.

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Możesz być także zainteresowany rozszerzonymi bibliografiami na temat „Career barriers” dla poszczególnych typów źródeł:
Artykuły w czasopismach Rozprawy doktorskie Książki
Oferujemy zniżki na wszystkie plany premium dla autorów, których prace zostały uwzględnione w tematycznych zestawieniach literatury. Skontaktuj się z nami, aby uzyskać unikalny kod promocyjny!

Do bibliografii