Professional Documents
Culture Documents
Chair: Professor Nancy Arthur Presenters: Professor Jenny Bimrose, Dr. Mary McMahon and Professor Mark Watson Discussant: Dr. Simone Haasler
Aim of Symposium
To argue that a more subtly nuanced and differentiated approach is required for more effective support of womens career progression.
Jenny Bimrose
University of Warwick, England
Mary McMahon
The University of Queensland, Australia
Mark Watson
Nelson Mandela Metropolitan University, South Africa
Massimo Tomassini
Universit Roma 3, Italy
Simone R. Haasler
Universitt Bremen, Germany
Pamela Suzanne
Universidad, San Andrs, Argentina
inadequate theoretical accounts accommodating disadvantaged groups move towards a global focus diversify research base (i.e., qualitative research)
Reference: United Nations. (2011). The Millennium Development Goals Report 2011. Retrieved from: http://www.un.org/milleniumgoals/11-MDG%20Report_EN.pdf
Subjectivity
Qualitative, personal experience, affective and emotional
SUBJECTIVITY:
Stories Context specific
Method
Research Approach
Research Aim
To undertake an international, comparative qualitative investigation of the career trajectories of older women (aged 45 to 65)
Exploratory questions
What can we learn from the career stories of older
women that may inform career guidance theory, policy and practice? How can older women be effectively supported by career guidance?
Research Design
Qualitative paradigm
Grounded theory method
the benchmark used to describe mature age workers, and an age after which it has become very difficult for people to re-enter the workforce once they have left it 65 the age at which retirement was
Purposive sample
45 50 (28); 51 55 (23); 56 60 (9); 61 65 (13) Marital status: Married (39); Single (22); Divorced (9); Widowed (3) Educational level: Sub-degree (17); Degree (27); PG Diploma (1); Masters (17); Doctorate (7); Honours (1); Primary (1); Secondary (2) Employment status: Full time (41); Part time (11); Self-employed (8); Unemployed (4); Retired (3); Vocation (1); Student (3); Voluntary (2)
Method
Procedure
Semi-structured interviews of approximately one
hour duration England telephone interviews (digital recordings) Australia, South Africa, Italy & Germany face to face interviews time and location suitable for participants (digital recordings) Argentina face-to-face and telephone (digital recordings) Interviews recorded and transcribed
Method
Areas for Investigation
Interview protocol 5 sections
Background information (age, income, marital status,
employment status, highest qualification, dependents) Present, past and future work and learning experiences Previous work and learning transitions Nature of previous work and learning transitions Learning from previous transitions and moving forward
Method
Data Analysis
Based on grounded theory method
Two stage, nine phase thematic analysis across three
Stage 1: Five phases of code category development resulting in 9 master code categories Stage 2: Four phases of subsequent refinement of master codes
subsequent countries
confidence in their 'truth' Transferability: applicability in other contexts Dependability: consistency and replication Confirmability: neutrality (findings shaped by respondents, not researchers)
Credibility:
Results
Master Codes
Learning across the lifespan
Transitions and responses Intrapersonal influences Work influences Financial influences
Social influences
Relocation Advice to others
Future planning
Forty million courses and seminars and some of them were really, really valuable and very good, and some of them were just rubbish
(Sophia, 63)
I think I wouldve been quite good as a plumber I think Im too old to do it now Like, at the moment Im seriously exploring how you become a ferry driver. Id love to do that part time. You know, something a bit different than head work .
(Kay, 62)
Intrapersonal Influences
Intrapersonal Influences
Sub codes:
Self
Values
Personality traits
Age-related Role satisfaction (past & present)
Intrapersonal Influences
I dont go into low-level experiences. I am not conditioned by others. Im always able to decide what is good for me and to avoid what is not good. Even working as a domestic worker in the hospital was good for me. I would have left the day after being hired if it hadnt been interesting for me. In fact, I did leave when I was transferred to a department for elderly people, where I couldnt stand the sadness of the situation.
(Carmen, 55)
Intrapersonal Influences
I wanted to earn my money and to show to my family that I was able to live autonomously, even doing the only thing that was possible for an unskilled person like me: working in cleaning. Now I understand that my search for autonomy was illusory: what I really wanted was simply to live with a man and building up a family. And so I did. I got married very young and kept going on with the work in cleaning in order to support my household even after the birth of my daughter.
(Rosa, 47)
Work Influences
Work Influences
Sub codes:
Employment description (past & present)
Work Influences
I was a bit frustrated by what I would say was a bit of glass ceiling in the organisation, frankly. I was getting less and less comfortable with being in the military part of [company..... I thought the civil division was more about taking people on holiday than it was about dropping bombs on people..... But as it turned out..... the testosterone-fuelled environment that was the civil business, was quite objectionable to me.....I wanted to move out completely.
(Sam, 45)
Work Influences
Id only recently moved up there with a new job, which I was asked to leave, since, anyway, it was not very pleasant... it was obviously before days of law, but I could have made a big, big fuss, and I, and .. well youre in a very weak position . you dont realise that you should have - should and could have made a fuss - until its too late, and then you go with the flow.
(Debbie, 60)
Financial Influences
Financial Influences
Sub codes:
Current financial situation
Future financial situation Past financial situation
Financial Influences
The salary was significantly less being a headmistress, it was 5 times less, and it was many, many times less than a teachers salary. But, thank God, economically, I didnt need it. Actually, I didnt care about it. I didnt care about it. And life rewards you, I left [company], I started working for the school and we get my husbands companys loan, the loan to build the house. So, well, it was compensated immediately. What I won in [company] well, it came back with rewards in another way.
(Mara, 61)
Financial Influences
Well, since last year Im the only breadwinner, so Im the only one who is bringing in income, because my husband passed away last year, and then my son started working only this year. So far, Im providing almost 80% of the income.
(Nozuko, 45)
Social influences
Social Influences
Sub codes:
Support networks Role models Life roles
Administrative/systemic influences
Social Influences
When I was younger I thought I would have been an interior designer but unfortunately my mum, since she is from the rural areas, she wouldnt allow me to do such stuff I wanted to do something like that but I know people used to say that in our culture it doesnt pay well.
(Noxolo, 45)
Social Influences
It is the sense that African men are supposed to remain as head of the household and that can affect relationships and also their status within the family . That is why I spent thirteen years because I was contemplating doing things and I was checking how it was going to affect our relationship, the status here
(Lungsi, 45)
Relocation So I moved around following my husbands path in that time, thats why it chopped and changed quite quickly. ,
(Debbie, 60)
Advice to others Go for it! I think what is more important in life is to listen to your inner voice.
(Noxolo, 45)
Future planning Im not sure I ever made decisions. I think Ive fallen into them all, seriously.
(Megan, 54)
Discussion
Implications
the value of obtaining both quantitative and
qualitative data and the complementarity of so doing significant transition proved a useful technique
expectation of the participants subjective transition experiences as either negative or positive
inviting participants to tell a story of their most approach interviews without prior judgment or
Discussion
a recursive interplay between the older women and the three levels of
1) a set of circumstances (external) 2) their subjective experiences (internal), and 3) a reflective process (reflexive) (Savickas, 2008)
external Internal
reflexive
Career transitions
Calls for an acknowledgement of the subjective voice are evident since 1970s (e.g., Collin, 1986, 1993; Schein, 1978)
narrative, holistic, value subjective experiences Environment: a safe space Intervention: systemic (e.g., familial, organisational, policy levels) Practitioner roles: expanded (e.g., advocacy)
guidance why not? (e.g., access, lack of awareness of it, poor quality/reputation?) Given the evidence indicates that career guidance could provide positive support, then fundamental questions remain:
How do we persuade women to factor career guidance into their career decisions? How should career practitioners and policy makers promote career guidance to women?
Underpinning philosophies that inform career guidance need to be considered in relation to the cultural context, before considering practice implications. The tension between the need for mass outreach and the need for individualised focus needs resolution in practice. A need to find a resolution between imposed theory and grounded theory. Our research on women in developing and developed countries is definitely framed in a grounded theory approach.
Related to the previous two points, career guidance will also need to address the quantitative /qualitative binary in the developing context.
Addressing the previous point raises a further critical issue of timeframe expectations for developing career guidance frameworks. The implementation of career guidance will involve considering macro and micro-systemic contextual pressures on it in terms of delivery, theory, research and policy.
Finally, there will be a need to consider role definitions in the provision of career guidance in developing country contexts, specifically the role of activist in relation to career development practitioners, educationalists and policy makers.