Háskóli Íslands OJS
Not a member yet
1903 research outputs found
Sort by
Íslensk atvinnulífsfélagsfræði 2004–2016
No full textThis paper focuses on the development of the sociology of work in Iceland from 2004–2016. In their research Icelandic sociologists have dealt with diverse aspects of the Icelandic working life, among others labour markets, organisational structure and changes, work-life balance, wellbeing, child labour, strikes, digital surveillance, and general economic development. Interestingly, some research topics have almost disappeared, such as work values, industrial democracy and interest organisations. Moreover, biotechnology, software programming and most service industries have been of little interest. Icelandic sociologist have also only to a very limited extent dealt with globalisation and its effect on Icelandic working life and the development of society and working life towards a knowledge society. Research and teaching on sociology of work needs to be strengthened within Icelandic universities.Greinin fjallar um þróun atvinnulífsfélagsfræði á Íslandi á tímabilinu 2004–2016. Íslenskir félagsfræðingar hafa komið víða við í rannsóknum á íslensku atvinnulífi og hafa m.a. fjallað um vinnumarkaði, skipulag og skipulagsbreytingar, jafnvægi vinnu og fjölskyldulífs, líðan starfsfólks, rafrænt eftirlit, vinnu ungmenna, verkföll og þróun atvinnulífs og samfélagsgerðar. Athygli vekur hins vegar að nokkur rannsóknarsvið hafa nánast horfið af sjónarsviðinu, svo sem vinnuviðhorf, atvinnulýðræði og hagsmunasamtök á vinnumarkaði. Einnig hefur lítið verið fjallað um líftækni og hugbúnaðargerð og flestar þjónustugreinar. Íslenskir félagsfræðingar hafa enn fremur lítið fengist við hnattvæðingu og áhrif hennar á íslenskt atvinnulíf og þróun samfélags og atvinnulífs í átt að þekkingarsamfélagi. Efla þarf rannsóknir og kennslu á sviði atvinnulífsfélagsfræði við innlenda háskóla
Íslenskur sjávarútvegur: Félagsfræðilegur sjónarhóll
No full textThis review article points out that despite the fact that fisheries is strongly connected to the Icelandic national identity, we find contradictions connected to its image. Still, the skippers are the most respected ones in the fishing villages, even if scholars debated how scientific their fishing methods are. As a part of a fishing policy a controversial quota system was established in 1984, revised in the year 1991. The profitability of the fishing companies was prioritised, with the consequences that large transfers have taken place in quotas and an increased concentration of the ownership to larger companies and fewer fishing villages. Sailors see the quota system as a major threat to their jobs. Gender stereotypes are strong in the fishing industry, where men\u27s jobs generally are more respected than women\u27s jobs. With increased emphasis on high technology and automation in the fisheries, the number of jobs have declined while the proportion of foreign staff has increased. Continued technical improvements has been made to improve various aspects of the working environment. Nevertheless, fish processing is getting more monotone and repetitive with higher mental and social strain among the employees as a consequence. Icelanders are less attracted to these jobs than before.Í þessari yfirlitsgrein er bent á að þrátt fyrir að sjávarútvegurinn tengist sterkt íslenskri þjóðernisvitund má víða greina mótsagnir er tengjast ímynd hans. Enn eru skipstjórar efstir í virðingarstiga sjávarþorpanna þótt deilt sé um það innan fræðanna hve vísindalega þeir standa að veiðunum. Sem lið í stjórnun fiskveiða var komið á umdeildu kvótakerfi árið 1984 og það endurskoðað árið 1991. Arðsemi sjávarútvegsfyrirtækja var sett í öndvegi með þeim afleiðingum að miklar tilfærslur hafa átt sér stað á aflaheimildum og þær færst yfir á færri hendur – til stærri fyrirtækja og færri sjávarþorpa. Sjómenn telja kvótakerfið vera eina mestu ógnina sem starf þeirra stendur frammi fyrir. Kynjabundnar staðalmyndir eru sterkar í sjávarútvegi og þar njóta störf karla almennt meiri virðingar en störf kvenna. Samfara aukinni áherslu á hátækni og sjálfvirkni í sjávarútvegi hefur störfum í fiskvinnslu fækkað á sama tíma og hlutfall erlends starfsfólk hefur hækkað. Samfara aukinni tæknivæðingu hefur verið unnið að því að bæta ýmsa þætti vinnuumhverfisins. Hins vegar hefur einhæfni í fiskvinnsluhúsum aukist sem og andlegt og félagslegt álag á starfsfólk. Dregið hefur úr áhuga Íslendinga á þessum störfum
Öráreitni og ableismi: Félagsleg staða ungs fatlaðs fólks í almennu rými
No full textThis paper focuses on how disability affects the social experience in public spaces as well as on how microaggressions appear in the day to day life of young disabled people To shed some light on this, the definitions of Keller and Galgay (2010) on manifestations of microaggressions towards disabled people will be used as well as Goffman’s (1959) theories on social interaction and stability These definitions will be considered in relation to our data from the LIFE-DCY research Our findings indicate that even though we usually presume social stability in our human interactions, the social reality of disabled people is characterized by social turmoil and chaos because of the microaggressions and ableism It can therefore be argued that social turmoil and chaos are a part of the daily lives of disabled people, rather than infrequent incidental events as previous theories have indicated In this chaos, disabled people find themselves between a rock and a hard place and feel that they are responsible for re-creating social stability – but at the same time they experience outrage because of the microaggression and ableism they encounter.Í þessari grein verða áhrif fötlunar á félagslega upplifun í almennu rými skoðuð ásamt því hvernig öráreitni birtist í daglegu lífi ungs fatlaðs fólks á Íslandi Til þess að draga það fram verður notast við skilgreiningar Keller og Galgay (2010) um birtingarmyndir öráreitni gagnvart fötluðu fólki og kenningar Goffman (1959) um félagslegan stöðugleika Þessar skilgreiningar verða svo bornar saman við gögn okkar úr rannsóknarverkefninu LIFE-DCY Niðurstöður benda til þess að þó almennt sé gengið út frá félagslegum stöðugleika í mannlegum samskiptum einkennist félagslegur veruleiki fatlaðs fólks af félagslegu uppnámi og óreiðu vegna öráreitni (e microaggressions) og ableisma Skilgreiningar Keller og Galgay (2010) eiga því ágætlega við íslenskan veruleika Uppnám og óreiða eru hluti af hinum daglega hversdagsleika fatlaðs fólks en ekki tilfallandi atburður líkt og kenningar Goffman (1959) hafa gert ráð fyrir Í þessari óreiðu endar fatlað fólk sjálft milli steins og sleggju og upplifir sig bera ábyrgð á því að endurskapa félagslegan stöðugleika á sama tíma og því er jafnvel misboðið yfir hegðun ófatlaðs fólks
„Ég elska flæðið, minna stress, minna um árekstra“: Innleiðing flæðis í leikskólastarf
No full textThis research sheds light on how implementing flow in preschool settings can support better communication in children’s groups and the educator’s practice. The sociocultural perspective, emphasising how social context affects children’s development and learning, guided the research. In addition, the study focused on play as the main approach for young children’s learning and how preschool teachers and other educators can support play-based learning. Previous studies show that preschool children learn through play, where their interest and initiative are valued. Studies have also shown that flow gives children more authority over their own learning, which supports their well-being. The study builds on Csikszentmihalyi’s theory about flow, where the focus is on the children’s initiative and interest. According to Csikszentmihalyi, flow is the state reached when motivation leads to complete concentration and immersion in activities. Some preschools in Iceland have adopted the ideology behind flow and made changes in their practice accordingly. The daily schedule is flexible regarding flow, and children have more time to play. Finally, theories on educational leadership guide the research as it was among the topics under investigation. The leader’s role was to guide their colleagues through the transition process and into the implementation of new practices.
The study constituted an action-research project conducted in the preschool department of a rural school, which is operated as a joint preschool and elementary school. The action research process lasted for two years. This methodology proved an effective approach for teachers to implement changes in their practice and professional development. Eight educators participated in the research project, including two master’s students who are co-authors of this paper. Two participants were qualified teachers, and four had no teacher education. Between 20 and 26 children (depending on the semester) were enrolled at the preschool during the study period. The children were not the focus, nor was their experience of the changes in this research; they are seen as secondary participants. The first author supervised the master’s students and was familiar with the research process. Data was gathered through group interviews, observations, photos from the setting and journal writing. Thematic analysis was used to analyse the data. The analysis was an ongoing process throughout the study period in line with the action research methodology. Ethical issues regarding access, informed consent, trust, and power relations were considered. All participants signed informed consent and were given pseudonyms.
The findings are presented through four themes. First, the major changes that were made to the practice are explained. The second is how these changes influenced children’s communication. The third theme is how they influenced teachers’ and other educators’ practices.
Finally, we look at how the role of the professional leaders developed in the process. During the action research process, the participants tried out some changes in the practice to support children’s communication and to reduce stress among children and educators. This was done by implementing flow and focusing on the educators’ role. The findings indicate that the implementation of flow influenced children’s communication. They appeared happier, and conflicts between them were reduced. The findings also indicate that the changes influenced the educators, and they experienced less stress and more flexibility in their daily practice. Regular reflections and discussions among the educators led them to deepen their understanding, become more active in the new practice and pay closer attention to the children’s needs. The role of the professional leader was an important factor in the whole process. The two master’s students took turns leading the project. In their role, they encouraged all participants to be active in the change process. The study is an important contribution to the field of preschool education and provides a further indication of how action research can play a useful role in improving practice.Markmið rannsóknarinnar var að varpa ljósi á hvernig innleiðing flæðis í leikskólastarf getur stutt við samskipti barna og meðvitund starfsfólks um eigið hlutverk. Auk þess var sjónum beint að hlutverki faglegs leiðtoga í breytingaferli. Margar rannsóknir sýna að leikskólabörn læra best í gegnum leik þar sem áhugi þeirra og frumkvæði fær að njóta sín. Rannsóknir sýna jafnframt að flæðisskipulag í leikskólum veitir börnum meira vald yfir eigin námi sem styður um leið við vellíðan þeirra. Í rannsókninni sem hér segir frá er byggt á kenningu Csikszentmihalyi um flæði þar sem megináherslan er á frumkvæði og áhuga barna. Einnig er stuðst við kenningar um forystu þar sem litið er á mikilvægi hlutverks faglegs leiðtoga í að innleiða breytingar og styðja starfsfólk í því ferli.
Rannsóknin var með starfendarannsóknarsniði, fór fram í einum leikskóla og stóð yfir í tvö ár. Fyrri rannsóknir hafa sýnt að aðferðafræði starfendarannsókna sé áhrifarík nálgun til að þróa starfshætti og innleiða breytingar. Gögnum var safnað með fjölbreyttum hætti, eins og viðtölum, vettvangsathugunum, ljósmyndum og dagbókarskrifum. Gögnin voru greind með þemagreiningu.
Niðurstöðurnar benda til þess að innleiðing flæðis hafi haft áhrif á samskipti barnanna í leikskólanum. Þau urðu glaðari og árekstrum þeirra á milli fækkaði. Starfsfólkið upplifði minni streitu í starfi og aukin tækifæri til sveigjanleika. Ígrundun og samtal á milli starfsfólks studdi það í að skilja og verða virkt í flæðisskipulaginu. Rannsóknin er mikilvægt innlegg í umræðu um leikskólastarf og styður einnig við hugmyndir um að starfendarannsóknir séu góð leið til að bæta skólastarf
Forysta á krísutímum: Mygla í húsnæði leikskóla
No full textMould in preschool buildings in Iceland has significantly impacted schoolwork in recent years. This situation affects the children, parents, staff, and the daily activities in preschools. It is believed that leadership qualities in times of crisis are essentially the same as in other times, but the circumstances are different and more difficult. This study aimed to shed light on how preschool leaders deal with the consequences of the crisis that occurs when mould is detected in the premises of a preschool, what effect it has on daily activities and what obstacles are present. Preschool leaders need to manage crises that arise rather than letting the crisis lead them. They need time to react and space to determine the options in the situation. Two characteristics of crises are important in our understanding of crisis and leadership in times of crisis. There are the effects of the crisis on the school’s work and the measures that need to be in place to respond to those effects. Crisis management consists of management and planning before, during and after a crisis, but leadership in times of crisis consists of having a holistic view of what was, what is and what can become. The big picture is always in view, the scenario is clear, the perception of those affected by the crisis is well analysed, and goals are set. The school’s culture is maintained, and the relationships formed there are nurtured. Previous research has shown that the main lessons of leadership in times of crisis are to receive and share information, to have clear communication with colleagues, parents, and policymakers and to keep management teams together through constant discussion and events that support the well-being of the staff. Leaders need to analyse the changes, assess the situation, and react appropriately while spotting the opportunities and innovation inherent in each position.
The research aim was to shed light on which features and priorities in leadership are most useful when dealing with crisis and uncertainty. Interviews were conducted with eight preschool directors who had struggled with the consequences of mould in the preschool’s premises, which affected its activities. The interviews were analysed according to Johnson’s (2018) four-step model of decision-making and strategy in times of crisis that can be useful for leaders. The steps consist of realising the perception of those involved and the impact of the crisis on them, defining the project, choosing a response, and setting goals and a vision for the future. A crisis is, as the name suggests, certain chaos that is difficult to put in a certain framework, but it is important to make a response plan and formulate a vision for the future.
The results showed that the preschool leaders who participated in the study dealt with the consequences of mould in the preschool premises with the benefit of the whole in mind and carried out many tasks that partly did not fall under their job description or their role as preschool leaders. They believed it was important to see opportunities in the crisis, set goals, and have a vision for the future. The preschool leaders reported where they got support and help from and where they did not get help. According to the leaders, this was a stressful period for the staff, parents, and the children staying in the preschools. The value of the research lies in the increased knowledge of management and leadership in times of crisis to best deal with the changes that come with times of crisis. It is clear from the results of this study that mould in the preschools’ premises had triggered a crisis in the preschool work and a situation that called for a short and long-term response. The preschool leaders felt that they could not guarantee the safety of children or staff but did everything in their power to minimise the impact of the crisis period. The resilience of leaders, staff, children, and parents was evident in the narratives of those who participated in the study. Many said that much of what they did during the crisis period was far outside their job description, but they chose to think about the good of the whole, children, parents, and colleagues, instead of thinking about their own good or what they were entitled to. Therefore, they have based their work on caring for others in times of crisis. It was clear that the leaders sought support from their immediate superiors, but no less from their colleagues, and resilience was built up within the employee groups, where they helped to solve the problems that arose in times of uncertainty.Mygla í skólahúsnæði á Íslandi hefur haft töluverð áhrif á starfsemi skóla á síðastliðnum árum. Áhrifin ná til barna, foreldra, starfsfólks og innra starfs skólanna. Í þessari grein er fjallað um rannsókn sem hafði að markmiði að kanna hvernig leikskólastjórar takast á við afleiðingar þeirrar krísu sem myndast þegar mygla greinist í húsnæði leikskóla, hvaða áhrif það hefur á innra starf og hvaða stuðningur er til staðar. Tilgangurinn var að greina hvaða eiginleikar og áherslur nýtast best til að takast á við krísu og óvissu. Talið er að forystueiginleikar á krísutímum séu í eðli sínu þeir sömu og á öðrum tímum en aðstæður þó aðrar og erfiðari. Tekin voru viðtöl við átta leikskólastjóra er höfðu glímt við afleiðingar myglu í húsnæði leikskólans sem höfðu áhrif á starfsemi hans. Niðurstöður sýndu að stjórnendurnir sem tóku þátt í rannsókninni tókust á við afleiðingar myglu í húsnæði leikskólanna með hag heildarinnar í huga og sinntu mörgum verkefnum sem að hluta til féllu hvorki undir starfslýsingu þeirra né hlutverk sem leikskólastjóra. Þeir töldu mikilvægt að sjá tækifæri í krísunni, að setja sér markmið og hafa framtíðarsýn í huga. Þá greindu viðmælendur frá hvaðan þeir sóttu sér stuðning og bjargir og hvar var ekki aðstoð að fá. Að mati viðmælenda var þetta streituvaldandi tímabil fyrir starfsfólk, foreldra og ekki síst börnin sem dvelja í leikskólunum. Gildi rannsóknarinnar felst í aukinni þekkingu á stjórnun og forystu á krísutímum til að takast sem best á við þá óvissu og þær breytingar sem krísutímum fylgja. Hagnýtt gildi rannsóknarinnar felst í að nauðsynlegt sé að undirbúa og þjálfa stjórnendur til að takast á við óvissutíma og reikna með að þeir bresti á og líði hjá
Samstarf um nám barna og þekkingarsköpun: áherslur í tengslum leikskóla og grunnskóla í menntastefnum fjögurra sveitarfélaga
No full textThis research aimed to analyse the priorities in the collaboration between preschools and primary schools in Iceland and on what these priorities are based. Continuity in the education of children and young people is emphasised in international educational policy. The education of children and young people should be continuous from preschool to the end of secondary school, where education at each school level is based on the experience and learning that the child has gained at previous levels.
Moss (2013) has analysed three types of partnerships between preschools and primary schools and how best to ensure continuity in children’s learning. These are the preschool’s role in preparing young children for primary school by governing the child to acquire the knowledge and skills required in primary school and increasing cooperation between preschool and primary school based on equal partnership focusing on the strengths of both partners. A third possible relationship is to invite a discussion about children’s learning and the creation of knowledge, the contents and working methods of the preschool and primary school, and the pedagogical value base. Interactive cooperation between preschools and primary schools is the responsibility of the local governments in Iceland. This cooperation must be explained in the preschool curriculum. The emphasis is placed on flexibility and continuity in the school system, content, and practices. Opposing points of view focus on the importance of preschools as a school level, emphasising play as the main learning path or a period where children should be prepared for the primary school level.
Document analysis was used to understand educational policies from four municipalities in Iceland and preschool and primary school partnership programs. Document analysis is a systematic procedure for reviewing documents, analysing and interpreting them to elicit meaning and gain understanding. This is an efficient method and useful where the goal is to gain a deeper understanding of a specific subject (Stake, 1995; Yin, 1994). Document-based research is subject to limitations, but despite this certainty, document analysis has been used as an independent method (Gagel, 1997; Wild et al., 2009).
The findings of the document analysis show that increased emphasis is placed on diverse and interdisciplinary cooperation in the current educational policies of the four municipalities. All the policies are based, among other things, on the government’s policy on Education for All, the United Nations Convention on the Rights of the Child, and the United Nations Global Goals for Sustainable Development. Increased emphasis is placed on interdisciplinary cooperation in the current educational policies of the four municipalities. They often define continuity in education as the preparation of young children in the preschool for attending primary school instead of the primary school building on what the children have learnt in preschool. Many indications could be found about the preschool as the first school level in the school system, with the uniqueness of emphasising the value of play and the importance of democracy and equality in daily activities. Evidence of an increased emphasis on a coherent shared vision of children and learning could also be found. A vision of the future could be a strong peer-to-peer collaboration where a common understanding of children’s future learning and the role of teachers is built up and shaped. For this, it was necessary to have access to a common forum for conversation and cooperation. One way to create this common platform could be using funds to implement the educational policies, which teachers can apply for and are accessible in two of the municipalities examined.
The participation of parents, teachers, and children in schoolwork and their influence is highlighted in international policy-making, social sustainability and justice, and the feeling of belonging should be created in the neighbourhood’s schoolwork. For this, a platform for dialogue is needed, which can be formed, for example, in local authorities and within neighbourhoods. There needs to be a conversation about the quality of schoolwork between the school levels in the spirit of democracy, social justice, and sustainabilityMarkmið rannsóknarinnar sem hér er fjallað um er að greina þær áherslur sem eru í samstarfi leikskóla og grunnskóla í fjórum sveitarfélögum á Íslandi og á hverju þær byggja. Samfella í námi barna og ungmenna er undirstrikuð í alþjóðlegri stefnumótun um skólamál. Lögð er áhersla á að nám barna og ungmenna eigi að vera samfellt frá upphafi leikskóla til loka framhaldsskóla, þar sem skólastigið sem tekur við byggir á þeirri reynslu og námi sem barnið hefur öðlast á fyrri stigum, fremur en að markviss undirbúningur fari fram fyrir næsta skólastig. Í þessari grein eru menntastefnur fjögurra sveitarfélaga og samstarfsáætlanir leikskóla og grunnskóla innan hverfa skoðaðar, í ljósi greiningar Moss (2013) á þremur tegundum samstarfs leikskóla og grunnskóla, og hvernig best sé að tryggja samfellu í námi barna og koma í veg fyrir rof. Notuð er skjalagreining til þess að skoða og túlka þá stefnumótun sem fram kemur um samstarf leikskóla og grunnskóla í menntastefnunum og starfsáætlununum þar sem gagnvirkt samstarf leikskóla og grunnskóla er á ábyrgð sveitarstjórna. Skólanámskrá leikskóla á að gera grein fyrir samstarfinu og hvernig staðið er að þessum þáttaskilum. Lögð er áhersla á sveigjanleika og samfellu í skólakerfinu, bæði í inntaki og starfsháttum. Andstæð sjónarmið beinast að mikilvægi leikskólans sem skólastigs með áherslu á leik sem meginnámsleið eða tímabils þar sem undirbúa eigi börn fyrir grunnskólastigið. Niðurstöður skjalagreiningarinnar sýndu aukna áherslu á fjölbreytt og þverfaglegt samstarf í núgildandi menntastefnum sveitarfélaganna. Allar byggja stefnurnar meðal annars á stefnu stjórnvalda um Menntun fyrir alla, Barnasáttmála Sameinuðu þjóðanna og Heimsmarkmiðum Sameinuðu þjóðanna um sjálfbæra þróun (Heimsmarkmið um sjálfbæra þróun, e.d. ; Mennta- og menningarmálaráðuneyti, 2022; Samningur Sameinuðu þjóðanna um réttindi barnsins, 1992). Þátttaka foreldra, kennara og barna í skólastarfi og áhrif þeirra eru undirstrikuð og forsendur gefnar fyrir að félagsleg sjálfbærni, réttlæti og fullgildi skapist í skólastarfi innan hverfa. Lærdómur og skilaboð rannsóknarinnar eru að til þess að styðja við þátttöku helstu hagsmunaaðila skólastarfs þarf að skapa vettvang til samræðu sem móta má til dæmis í sveitarfélögum og innan hverfa. Þar þarf samtal að fara fram um gæði skólastarfs í anda lýðræðis, félagslegs réttlætis og sjálfbærni
Narratives of ‘bad leadership‘: Experiences and perspectives of successful Icelandic female leaders
No full textConservative, male-oriented company culture makes the corporate ladder more slippery for women, who are probably more likely to deal with “bad leadership” from superiors. The lessons drawn from the experiences of women, who have ac[1]complished unusual success as top directors in their organizations, are important guidelines to improve management. This paper reports primary findings from an Icelandic study on the characteristics of exemplary Icelandic female leaders and top managers and their leadership styles. Data was collected through qualitative semi-structured interviews with a chosen group of women that have got nominations and/or prizes for excellent leadership record in recent years in Icelandic organizations. Participants provided various narratives on their experiences of bad leadership (mainly from men in management positions), the more experienced interviewees felt pressured at times in their career to assimilate themselves to the male culture in their corporations and that the glass ceiling was indeed visible until they tried to break it by pushing forward and obtain power positions. Majority of the interviewees had experienced tunnel-vision, narrow-mindedness and resistance to change among their male counterparts and tendencies of top-down management, arrogance and pride, leading to incompetent mode of communication that can lead to weaker, non-professional decision-making with lack of diversity and open dialog ending in worse results for the organizations. Findings indicated that unacceptable working conditions, and the implication of stress and too much workload can transform a good leader to demonstrate some characteristics of a bad leader
Líðan og framtíðarsýn ungmenna á Austurlandi
No full textThis study examined the attitudes of 144 youths in Eastern Iceland 15-22 years of age to future residence in the area. Most were students at the local gymnasium at Egilsstaðir. The results indicate that well-being and plans for the future were determined mainly by sex, number of relatives, and length of residence, but educational plans were determined more by the adolescents\u27 family situation. Boys were generally more content than girls with their situation and local opportunities, and more prepared to live permanently in the area. Attitudes were related to age-dependent changes in the adolescents\u27 lives. Adolescents who had lived in the area more than 10 years usually had many relatives locally and lived in nuclear families with both biological parents. Most of these were loyal to the area and optimistic about living there in future. Many newcomers lived with a single parent or with one biological and a foster parent. Some of these were optimistic about the future, but others, in particular girls, more pessimistic and prepared to move away.Í þessari rannsókn voru könnuð viðhorf 144 ungmenna á aldrinum 15-22 ára með lögheimili á Austurlandi til framtíðarbúsetu á svæðinu. Flest voru nemendur við Menntaskólann á Egilsstöðum. Helstu niðurstöður eru þær að líðan og framtíðarsýn ákvörðuðust einkum af kyni, ættartengslum og lengd búsetu, en menntunaráform fóru meir eftir fjölskylduhögum. Piltar voru almennt ánægðari en stúlkur með stöðu sína og möguleika í hinu staðbundna samfélagi og fremur reiðubúnir til að vera þar til frambúðar. Viðhorf voru bæði einstaklingsbundin og tengd aldursháðum breytingum í lífi ungmennanna. Ungmenni sem búið höfðu lengur en 10 ár á Austurlandi áttu yfirleitt mikil ættartengsl og bjuggu í kjarnafjölskyldum með báðum foreldrum. Flest þeirra halda tryggð við svæðið og eru bjartsýn um áframhaldandi búsetu. Ungmenni sem búið hafa stutt á Austurlandi búa mörg með einstæðu foreldri eða öðru foreldrinu og fósturforeldri. Sum þeirra eru örugg og vongóð um framtíðina, en önnur, einkum stúlkur, svartsýnni og tilbúin til að flytja af svæðinu
Frá ritstjórum
No full textÍslenska þjóðfélagið: Tímarit Félagsfræðingafélags Íslands hóf göngu sína 1. janúar 2010 og er fjórða útgáfuár þess því nú á enda. Tímaritinu var ætlað að endurspegla fjölbreytileika íslensks þjóðfélags sem vettvangur rannsókna sem nálguðust margvísleg viðfangsefni á grundvelli ólíkra aðferðafræðilega hefða. Það er mat ritstjóra að það hafi að mörgu leyti tekist vel. Þær nítján greinar sem birst hafa í fyrstu fjórum árgöngum tímaritsins spanna allt frá jafnréttismálum til búferlaflutninga, frá afrekísþróttamönnum til atkvæðavægis og frá kúrekamyndum til stéttaskiptingar. Auk framlaga félagsfræðinga er þar að finna framlög fræðimanna á sviði afbrotafræði, kynjafræði, menntunarfræði, stjórnmálafræði, sálfræði, landfræði, viðskiptafræði og hagfræði. Niðurstöður byggja meðal annars á spurningakönnunum, djúpviðtölum, opinberum gögnum, innihaldsgreiningu dagblaða, ljósvakamiðla og fjölmiðla, og kenningalegri greiningu. Um helmingur höfunda er með fasta stöðu við íslenska eða erlenda háskóla en um helmingur starfar á margvíslegum öðrum vettvangi eða stundar framhaldsnám í félagsfræði eða skyldum greinum
Kynbundnir áhrifaþættir á starfsval sál- og tæknifræðinga
No full textThe paper presents the results of a survey among members of the Icelandic Psychological Association and the Icelandic Association of Technical Specialists. The members were asked about occupational choice in an online survey. The response rate was 28%. The main findings are that the members chose their occupation in their teens or later and that spouse and siblings had a stronger impact on the occupational choice of women than that of men. Men have higher salaries than women. The most influential factors on occupational choice were talent, interest and professional appeal. A substantial difference was found between the genders. Men placed more emphasis on salary, whereas women found it more important to lead by good example and be able to help others. Women also found it more important that their job should be family friendly and considered it more likely than men that they would take a break from work due to family reasons. Women were more often responsible for domestic work and child rearing, although most of the participants believed the responsibility to be shared equally between the genders.Í greininni eru birtar niðurstöður úr könnun meðal félagsmanna í Sálfræðinga félagi Íslands og Tæknifræðingafélagi Íslands. Félagsmenn voru spurðir út í starfsval í rafrænum spurningalista vorið 2013. Svörun var 28%. Helstu niðurstöður eru þær að þátttakendur völdu sér framtíðarstarf á unglingsárum eða síðar og maki og systkini höfðu meiri áhrif á starfsval kvenna en karla. Laun karla eru hærri en kvenna. Flestir þeirra sem svöruðu könnuninni nefndu að hæfileikar, áhugasvið og áhugaverð verkefni skiptu mestu máli við val á starfi. Mikill kynjamunur birtist í niðurstöðum. Laun, traust fyrirtækis og að starfið hentaði kyni þeirra réðu talsvert meiru hjá körlum, en konur töldu mikilvægara að láta gott af sér leiða og að geta hjálpað öðrum. Einnig lögðu konur meiri áherslu á að starfið væri fjölskylduvænt og þeim þótti líklegra en körlunum að þær myndu taka hlé frá störfum vegna fjölskylduaðstæðna. Þá sást að konur báru oftar meiri ábyrgð en karlar á heimilisstörfum og barnauppeldi, þótt flestir teldu ábyrgðina vera jafna