From zero to hero and back to zero: The consequences of status inconsistency between the work roles of multiple jobholders.

2021 ◽  
Author(s):  
Hudson Sessions ◽  
Jennifer D. Nahrgang ◽  
Michael D. Baer ◽  
David T. Welsh
Keyword(s):  
Work Roles ◽  
Status Inconsistency

Instrumentality and Expressiveness at Work

2014 ◽  
Vol 58 (3) ◽  
pp. 111-124 ◽  
Author(s):  
Sonja Sobiraj ◽  
Sabine Korek ◽  
Thomas Rigotti
Keyword(s):  
Job Satisfaction ◽  
Work Roles ◽  
Professional Work ◽  
Gender Typicality ◽  
Positive Effects ◽  
Male Dominated ◽  
Role Demands

Men’s professional work roles require different attributes according to the gender-typicality of their occupation (female- versus male-dominated). We predicted that levels of men’s strain and job satisfaction would be predicted by levels of self-ascribed instrumental and expressive attributes. Therefore, we tested for positive effects of instrumentality for men in general, and instrumentality in interaction with expressiveness for men in female-dominated occupations in particular. Data were based on a survey of 213 men working in female-dominated occupations and 99 men working in male-dominated occupations. We found instrumentality to be negatively related to men’s strain and positively related to their job satisfaction. We also found expressiveness of men in female-dominated occupations to be related to reduced strain when instrumentality was low. This suggests it is important for men to be able to identify highly with either instrumentality or expressiveness when regulating role demands in female-dominated occupations.

Women's changing work roles: Impact on health, family, and public policy.

1989 ◽  
Vol 44 (11) ◽  
pp. 1389-1393 ◽  
Author(s):  
Karen A. Matthews ◽  
Judith Rodin
Keyword(s):  
Public Policy ◽  
Work Roles

Developing dynamic work roles using Jaccard indices of competency data

2003 ◽  
Author(s):  
Casey M. Mulqueen ◽  
Thomas A. Stetz ◽  
Jeffrey M. Beaubien ◽  
Brian J. O'Connell
Keyword(s):  
Work Roles ◽  
Dynamic Work

THE PERCEPTION OF OTHER WORK ROLES: IMPLICATIONS FOR JOB CHANGE

1974 ◽  
Vol 11 (2) ◽  
pp. 143-148
Author(s):  
John Hayes ◽  
Patricia Hough
Keyword(s):  
Work Roles ◽  
Job Change

“Only intelligent attendants need apply”: the history of Western Australia’s first asylum at Fremantle (1865–1909)

2021 ◽  
pp. 103985622110142
Author(s):  
Phil Maude
Keyword(s):  
Primary Sources ◽  
Work Roles ◽  
Large Numbers ◽  
Convict Transportation ◽  
History Of

Objective: To examine the history of Fremantle, Western Australia’s first purpose-built asylum. Method: A range of primary sources were consulted. Results: Fremantle was opened in 1865 to house inmates away from the populace and for the most part under the care of Dr HC Barnett. Attendants as well as inmates were occupied with work roles that kept the asylum functioning cost effectively. Conclusion: Within 15 years, the structure was neglected and overcrowded. Changes to the Penal Servitude Act limiting convict transportation, petty crime and a need to manage its proliferation resulted in large numbers of people being incarcerated at Fremantle.

scholarly journals Learning One’s Place: Status Perceptions and Social Capital in Teacher Communities

2018 ◽  
Vol 34 (7) ◽  
pp. 955-991
Author(s):  
E. N. Bridwell-Mitchell ◽  
Simone A. Fried
Keyword(s):  
Teacher Collaboration ◽  
Community Integration ◽  
High Status ◽  
Opportunities To Learn ◽  
Public School Teachers ◽  
School Teachers ◽  
Teacher Communities ◽  
Status Inconsistency ◽  
Urban Public School ◽  
Limit Access

Teacher collaboration in communities is a popular instructional improvement policy. However, not all teachers are equally integrated into communities. So, they may not have the same opportunities to learn. This exploratory study of 215 urban public school teachers indicates community integration and peer learning are associated with teachers’ social status—namely, the perceived ranking of their own and their colleagues’ expertise. High status teachers are more frequently sought out, low status teachers less so. Teachers who perceive their own status more favorably than how their colleagues perceive it associate more with members of other communities. These same teachers report practices that are more similar to their peers. If this results from misperceptions of their own and their colleagues’ expertise, then status inconsistency may not only limit access to instructionl epertise but also mask the need for expertise.

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