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Traumatic Stress Responses in North Carolina K-12 Educators During the COVID-19 Pandemic
Get PDFAs K-12 educators were called to transition schools online amidst the onset of the COVID-19 global pandemic, they were expected not only to support students in significantly different contexts, but also to manage their own personal reactions in an environment of fear and potential threat to health and safety. While emerging research has sought to understand the impact of COVID-19 on the K-12 landscape, most studies focus on issues impacting academic performance and well-being of students. In this paper, the author sought to explore the extent to which educators in North Carolina self-reported trauma exposure responses as well as the impact their roles had on the degree to which they experienced these responses. Results indicated concerning levels of trauma responses among educators, as well as a significantly higher rate of trauma response for teachers and staff as compared to administrators. Implications for further research, policy, and practice are discussed
Disconnected connection: A reflective look at the challenges of student engagement in higher education during COVID-19
No full textEffect of Organizational Communication on Organizational Climate and Organizational Effectiveness
Get PDFThe purpose of the present study looks to assess to what extent organizational communication affects organizational climate and organizational effectiveness. (H1) Clear organizational communication within the structure of a firm will be associated with a more positive organizational climate. (H2) Clear organizational communication within the structure of a firm will be associated with higher organizational effectiveness. To test these hypotheses, 33 participants completed a survey measuring the degree of organizational communication, organizational effectiveness, and organizational climate in the company they work for. Two correlations were performed to analyze both relationships. Results show a significant positive correlations for both organizational communication on organizational climate, and organizational communication on organizational effectiveness, r(33) = .712, p < .001 and r(33) = .549, p < .001. In conclusion, the present study contributed to knowledge to what degree open, clear, non retaliatory communication affect the firm\u27s organizational climate and its organizational effectiveness
Cambridge Women and the Professional World: Navigating Gender Conservatism in the Late Victorian Era
Get PDFDuring the late nineteenth century, British women received better education, especially at the university level. In particular, the University of Cambridge opened two women’s colleges, Girton College in 1869 and Newnham College in 1871. The establishment of higher educational institutions greatly contrasted the traditions of the Victorian gender norms, which dictated that women should be feminine, nurturing, and supportive towards their husband and family. Due to this persistence of tradition, these conservative notions of gender influenced Cambridge women throughout their academic and professional lives. Although women may have been limited by gender conservatism in their careers, it is important to note that these limitations did not make their accomplishments less impressive. Furthermore, their strategic navigation of traditional gender roles aided them in successfully establishing their professional presence in their respective fields. Women such as Jane Ellen Harrison, Charlotte Angas Scott, Marion Greenwood Bidder, and Philippa Fawcett used various tactics to establish themselves as academics and help inspire other women in the process. Though exceptional in their upbringing and talents, other Cambridge women commonly practiced their methods of navigating gender conservatism and other social dilemmas. By skillfully conforming to certain gender norms, these women helped revolutionize women’s professional opportunities from within and ushered in the next generation of female academics.
Keywords: feminism, gender, nineteenth century, twentieth century, University of Cambridge, university education, Victorian era, women’s histor
Feminism = Women\u27s Movement? The Effects of Gender and Terminology on Endorsement of Feminism
Get PDFBuilding on past research, this study examined whether endorsement of feminism is still influenced by terminology used (i.e., feminism vs. women’s movement) and participant gender. 100 undergraduates (36 men and 64 women) were randomly assigned to receive scale items that either referred to feminism/feminist or women’s movement/women. In addition to endorsement of feminism using these items, activism, acceptance of traditional gender roles, and feminist identification were measured. As expected, men endorsed feminism less than women, and participants in the women’s movement (vs. feminism) condition endorsed feminism more. When controlling for feminist identification, there was no gender difference in activism or acceptance of gender roles for participants in the feminism/feminist condition; however, women reported more activism and less acceptance of gender roles than men in the women’s movement/women condition. This study suggests that there is still stigma surrounding feminism that influences its endorsement, especially among women
Activism in the University: Opportunities for Reflective Dialogue and Action
Get PDFBlack liberation theology, blending justice-centered theology and Marxist analysis, centers on liberating the oppressed; while Womanist theology argues that a truly liberated world is one in which the experiences of the oppressed are given voice in tone and depth consistent with their culture and lived realities. Drawing from these anti-oppression frameworks, this article tells the story of a racialized faculty caucus at State University of New York (SUNY) Empire State College (ESC) that is engaged with the institution\u27s administration towards achieving racial equity in faculty work conditions. The authors demonstrate how the caucus, through critiquing inherently oppressive institutional structures that disadvantage racialized faculty, is challenging the administration to acknowledge and abolish the racism that exists in the institution. The work of the racialized faculty caucus at ESC articulates how faculty can call upon a university to interrogate its ethos towards realizing a more just set of policies and practices.  
Employees\u27 Psychosocial Beliefs and Workplace Attitudes
No full textAs employees spend a great deal of their adult lives in the workplace, it is important to investigate their beliefs and attitudes toward the organizations in which they work. The purpose of this mixed methods study was to explore whether there were differences between United Kingdom and United States employees’ perceptions of their well-being, psychological capital (PsyCap), occupational self-efficacy, interrole conflict, and attitudes about their workplace. This study also examined associations between employees’ well-being, PsyCap, occupational self-efficacy, interrole conflict, and attitudes about their workplace. Lastly, the study explored if Maslow’s Hierarchy of Needs (1943) could be used in the coding of employees’ workplace attitudes. While there were no cross-national differences, there were significant associations between many of the variables. Moreover, while participants wrote positively about their workplaces and felt they generally aligned to their values, Maslow’s Hierarchy (1943) did not demonstrate to be a useful theory to guide coding
Predictors of Head Start Teachers\u27 Perceived Quality of Relationships with Families
Get PDFThe relationship between home and school is an important component of children’s early educational experiences. However, little research has examined the home-school relationship from the perspective of teachers. This study examines whether teacher characteristics predict how Head Start teachers rate the quality of their relationships with families using data from the Head Start Family and Child Experiences Survey (FACES), 2014 cohort. Results suggest that teacher characteristics, including job satisfaction, caregiving beliefs, and depressive symptoms, predict how they perceive their relationships with families. Supporting teachers’ psychological wellbeing may be one effective strategy for promoting positive relationships between teachers and families
