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Descriptors:
Foreign Countries; Social Class; Labor Market; Women Faculty; Role; Gender Differences; Labor Force; Social Capital; Occupational Aspiration; College Faculty; Work Attitudes; Personal Narratives; Social Mobility; Educational Attainment; Ethnicity; Family Characteristics; Success

Abstract:
This paper examines the theoretical perspectives I utilised in my doctoral research to uncover the role of class and gender in my respondents' stories and experiences of their career success. I argue that adopting an economic model for conceptualising the influence of social class and gender in the respondents' stories and experiences of their career success is inadequate because it has historically neglected to take account of women's position in the labour market. Drawing on an example from my data examining the influence of the respondents' familial attitudes and dispositions towards education, the paper contends that Bourdieu's concept of habitus is an invaluable tool for theorising senior female academics' pathways to career success by bringing together a cultural, social and economic understanding of social class and gender. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Educational Policy; Foreign Countries; Professional Recognition; Learning Theories; Communities of Practice; Focus Groups; Employment Qualifications; Interviews; Mail Surveys; Questionnaires; Context Effect; Labor Force; Educational Change; Child Care; Teacher Attitudes

Abstract:
This article reports on the views of early years practitioners in England from settings that were identified as "reluctant to engage" with one of the government's key policies, the introduction of Early Years Professional Status (EYPS), to drive forwards workforce reform. Focus groups, interviews and a survey were undertaken in 2009 with 35 respondents in 15 early years settings. The article uses concepts from Wenger's situated theory of learning (1998) to locate the policy and practitioners' views of its implications in its socio-historical context with regard to early years professionalisation. The findings are considered against a conceptual framework for successful workforce reform to suggest how, by addressing areas of perceived "restrictive" practice, the move to increase status and professional qualifications in early years may become more inclusive of the current workforce. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
English (Second Language); Foreign Countries; Employment Opportunities; Work Experience; Labor Force; Foreign Students; Second Language Learning; Social Integration; Semi Structured Interviews; Social Discrimination; Cultural Pluralism; Student Attitudes; Cultural Awareness; Behavior Standards; Networks; Student Recruitment; Immigration

Abstract:
This study explored the integration experiences of 16 international students entering the Canadian workforce using a semistructured interview and constant comparison method. The international students were pursuing immigration to Canada, despite unmet job prospects. Students recommended that employers refrain from discriminating against students because of their international status and recognize the value of a diverse labor force. Students recommended that career services personnel help students build networks and employment contacts through pregraduation work experience. Incoming international students were advised to educate themselves about cultural norms for social and work interactions, research potential job opportunities, and create a professional network prior to degree completion. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Community Colleges; School Community Relationship; Partnerships in Education; Industry; Labor Force; STEM Education; Labor Force Development; College Role; Barriers

Abstract:
As concerns grow over labor shortages in science, technology, engineering, and mathematics fields, the colleges ready students for jobs or more education. Educators are also looking to community colleges to fill the gap. With their high enrollments of minority and low-income students, community colleges are obvious places to recruit a diverse work force. One of the first steps is to alert students to the STEM jobs going unfilled for lack of qualified applicants. Because community-college students are more likely than others to be financially strained, however, they may shy away from time-intensive STEM programs. Those juggling classes, jobs, and family demands can be daunted by the academic requirements. And deficiencies in math often land students in remedial-course quicksand. There is also an image issue. Many students view science and math as fields for nerds, according to a report last year by the National Academies. Key to recruiting, it said, is "creating a culture where it's cool to be smart." Community colleges are working to break through those barriers, often in partnerships with industry or neighboring four-year colleges. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Enrollment; Foreign Countries; Enrollment Rate; Multivariate Analysis; Labor Force; Educational Trends; Rural Education; War; Gender Differences; Employment Potential; Educational Attainment; Educational Attitudes; Parent Attitudes; Childhood Attitudes

Abstract:
Little is known about the educational consequences in Iraq during the U.S.-led invasion of 2003-2010. This study examines school enrollment based on the 2007 Iraq Household Socio-Economic Survey. There are three main findings. First, a population-weighted analysis indicates that the school enrollment rate (72.3%) is lower than past Iraqi rates but comparable to that in neighboring Arab countries. Second, a multivariate analysis shows that boys and rural children are far more likely to be enrolled. Last, household opinions suggest that a key reason for non-enrollment is lack of child or parent interest. An analysis of adult labor force participants suggests that the lack of interest is attributable to weak employment prospects for educated youth. Data limitations, however, prevent an adequate inquiry into the plight of the internally displaced. (Contains 4 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Suicide; Foreign Countries; Discourse Analysis; Educational Change; Labor Force; Educational Policy; Newspapers; Teachers; Government Role; Work Environment; Teaching Conditions; Speeches

Abstract:
According to Fanny Law Fan Chiu-fun, the former Permanent Secretary for Education and Manpower, the most significant education policy in recent years in Hong Kong was undoubtedly the new academic structure commonly known as "334." As schools, universities, and the community at large seemed to accept the new academic structure in principle, the areas of contention would mostly lie in the timing and details. Sparked by the suicides of two teachers, a wave of unprecedented protests and opposition against the government's education policy followed, which led to the departure of the former Permanent Secretary for Education and Manpower Fanny Law Fan Chiu-fun and the Secretary for Education and Manpower Arthur Li Kwok-cheung from the education portfolio. This situation suggests that something was wrong with the teachers' working environment. This article aims to make sense of these discursive events through a critical discourse analysis of the "334" education policy with materials taken from documents, speeches, and press releases published by the government as well as newspaper articles drawn from "South China Morning Post," which is a rich source of contested ideas. An eclectic approach is drawn from both "state-centered" and "policy cycle" perspectives synthesized and adopted for this article. Upon this contested terrain in which individual policy actors struggle to achieve the desired political outcomes, the intention of this article is to explore how the state and other interest groups acted, reacted, and interacted in the policy processes of the 334 Education Reform. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Employment Patterns; Income; Human Capital; Daughters; Labor Market; Labor Force; Gender Differences; Females; Models; National Surveys; Parent Child Relationship; Educational Attainment; Academic Achievement; Poverty; Family Relationship

Abstract:
This paper shows mutually consistent evidence to support female advantage in education and disadvantage in labor markets observed in the Philippines. We set up a model that shows multiple Nash equilibria to explain schooling and labor market behaviors for females and males. Our evidence from unique sibling data of schooling and work history and from the Philippine Labor Force Survey support that family arrangement to tighten commitment between daughters and parents keeps a high level of schooling investments in daughters. Because wage penalty to females in labor markets means that education is relatively important as a determinant of their earnings, parental investments in their daughters' education has larger impacts on the income of their daughters than on their sons. Parents expect larger income shared from better-educated adult daughters. In contrast, males stay in an equilibrium, with low levels of schooling investment and income sharing. Our results also imply that the above institutional arrangement is stronger among poor families. (Contains 11 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Retirement; Baby Boomers; Labor Force; Part Time Employment; Student Employment; Correlation; Wages; Regression (Statistics); Volunteers; Caregiver Role; Spouses; Grandparents; Barriers; Adults; Older Adults

Abstract:
Purpose: Continued employment after retirement and engagement in unpaid work are both important ways of diminishing the negative economic effects of the retirement of baby boomer cohorts on society. Little research, however, examines the relationship between paid and unpaid work at the transition from full-time work. Using a resource perspective framework this study examines how engagement in unpaid work prior to and at the transition from full-time work influences whether individuals partially or fully retire. Design and Methods: This study used a sample of 2,236 Americans between the ages 50 and 68, who were interviewed between 1998 and 2008. Logistic regression was used to estimate transitioning into partial retirement (relative to full retirement) after leaving full-time work. Results: We found that the odds of transitioning into part-time work were increased by continuous volunteering (78%) and reduced by starting parental (84%), grandchild (41%), and spousal (90%) caregiving and unaffected by all other patterns of engagement in unpaid work. Implications: Our findings suggest that volunteering is complementary with a transition to part-time work, and starting a new caregiving role at this transition creates a barrier to continued employment. In order to provide workers the opportunity to engage in the work force longer at the brink of retirement, it may be necessary to increase the support mechanisms for those who experience new caregiving responsibilities. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Baby Boomers; Retirement; Employment Projections; Skilled Workers; Skilled Occupations; Labor Force; Educational Demand; Labor

Abstract:
The impending retirement of the baby boom cohort represents the first time in the history of the United States that such a large and well-educated group of workers will exit the labor force. This could imply skill shortages in the U.S. economy. We develop near-term labor force projections of the educational demands on the workforce and the supply of workers by education to assess the potential for skill imbalances to emerge. Based on our formal projections, we see little likelihood of skill shortages emerging by the end of this decade. More tentatively, though, skill shortages are more likely as "all" of the baby boomers retire in later years, and skill shortages are more likely in the near-term in states with large and growing immigrant populations. (Contains 8 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Child Abuse; Evidence; Child Welfare; Child Rearing; Parenting Skills; Program Costs; Parent Education; Cost Effectiveness; Attendance; Correlation; Labor Force; Delivery Systems; State Programs

Abstract:
Objectives: This article presents a cost-savings analysis of the statewide implementation of an evidence-informed parenting education program. Methods: Between the years 2005 and 2008, the state of Louisiana used the Nurturing Parenting Program (NPP) to impart parenting skills to child welfare-involved families. Following these families' outcomes through August 2010, increased program attendance was associated with significant reductions in substantiated incidences and re-reports of child maltreatment. Program costs and benefits (cost savings) were calculated using program, workforce, and administrative data. Results: The benefit-cost ratio of 0.87 demonstrates that the NPP approaches cost neutrality in a short time period, without the consideration of long-term benefits or benefits to other systems. Conclusion: Louisiana's child welfare department should be able to absorb all costs of statewide delivery of the NPP through observed reductions in repeat maltreatment. Targeted program delivery could potentially yield even greater savings. (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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