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In this paper, I examine the effects of gender and race/ethnicity on American workers’ workplace identities. Literature on gender, work, and occupation suggests that gender and race are significant predictors of workers’ workplace identities. Literature also posits that self-perceived competency and reflected appraisals from others in workplaces also contribute considerably to workers’ workplace identities. However, there exists hardly any empirical study that explores the impacts of gender, race, workers’ self-perceived competency, and their reflected appraisals altogether on their workplace identities. That is what I accomplished in this study. Deriving the data from the National Study of Changing Workforce (NSCW: 2008) I ask: 1) Do women and men workers in America differ in their perceptions of workplace identities; 2) Do non-white and white workers in America differ in their perceptions of workplace identities; and 3) Do gender and race of the workers impact their workplace identities when self-perceived competency and reflected appraisals enter the equation? Analyses are based on quantitative methods. Results show that workers’ self-perceived competency and their reflected appraisals are more significant predictors of their workplace identities than gender or race.
The exponential increase of students with
disabilities enrolled at universities of different countries has urged these institutions
to enable some services geared to their guidance, both academic and
professional level. However, the international literature shows that these
initiatives, in some realities, are still disconnected from the broader
socio-economic context. In order to find possible solutions to this issue, the
objective of this research was to explore, in an international level, initiatives
related to the academic and professional guidance of students with
disabilities. In this direction this case study has been realized with the
participation of 81 tertiary students with disabilities, 14 academic counselors
and 68 professional mentors from Italy, France, Ireland, Denmark and England.
The overall analysis of the results emerged from this research has allowed identifying,
in an international perspective, the strengths of each reality explored. The
reflections on these elements have directed the proposition of indicators which
can contribute to the scientific and academic communities on the
implementation, evaluation and monitoring of a potential academic and
professional guidance program for tertiary students with disabilities.