scholarly journals Gender and the Grandfather Caregiver Experience

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 510-510
Author(s):  
AviElle Raymore
Keyword(s):  
United States ◽  
Thematic Analysis ◽  
Telephone Interview ◽  
Service Providers ◽  
Life Story ◽  
The United States ◽  
Structured Interviews ◽  
Face To Face ◽  
Grandparent Caregivers ◽  
Physical Play

Abstract In the United States, 2.7 million grandparents are responsible for a grandchild in their home. Grandfathers are present in the majority of grandparent caregiver households, but their contributions and voices are often overlooked. The aim of this study was to explore how grandfathers experience caregiving as men. Twelve grandfathers from the age of 50-76 years participated in the study. Two face-to-face, semi-structured interviews were conducted with eleven grandfather caregivers while a telephone interview was conducted with one grandfather. Interviews focused on their life story, experiences as grandfather caregivers, and views on male caregiving. Data were analyzed using coding and thematic analysis. Gender was important throughout grandfather’s caregiving experiences. Grandfathers discussed their attitudes towards caregiving using language that reflected traditional gender norms. To them, women were nurturing caregivers while men were supposed to provide for their families as caregivers. Grandfathers appeared to stay connected to notions of traditional masculinities through participation in sports and physical play with their grandchildren and through their emphasis on men as responsible and providers. Grandfathers were aware that others may view them as incompetent caregivers, but they did not allow these stereotypes to affect how they viewed themselves as caregivers. These findings can improve the understanding of this population for service providers who work with grandparent caregivers. Providing better outreach for grandfather caregivers, strengthening programs and supports for them, and confronting attitudes or views towards male caregiving are important practice implications.

“Why can’t I Have the Office Jobs?”: Immigrant Latinx Transgender Peoples’ Experiences with Seeking Employment

2021 ◽  
pp. 089484532110629
Author(s):  
Roberto L. Abreu ◽  
Kirsten A. Gonzalez ◽  
Louis Lindley ◽  
Cristalís Capielo Rosario ◽  
Gabriel M. Lockett ◽  
...  
Keyword(s):  
United States ◽  
Thematic Analysis ◽  
Community Sample ◽  
The United States ◽  
Disability Benefits ◽  
Structured Interviews ◽  
Future Directions ◽  
Transgender People ◽  
Job Opportunities ◽  
Positive Experiences

Research has documented the experiences of transgender people in seeking employment. To date, no scholarship has explored the experiences of immigrant Latinx transgender people seeking employment in the United States. Using an intersectionality framework, the present study aimed to uncover the experiences of immigrant Latinx transgender people as they sought employment in the United States. A community sample of 18 immigrant Latinx transgender people from a large metropolitan city in Florida engaged in semi-structured interviews. Thematic analysis revealed five themes related to participants’ experiences seeking employment, including: (1) discrimination, (2) limited options, (3) positive experiences, (4) momentary de-transition, and (5) disability benefits as financial relief. Future directions such as exploring ways in which immigrant Latinx transgender people resist discrimination while seeking job opportunities are discussed. Implications for practice and advocacy such as advocating for equitable employment policies that acknowledge the intersectional experiences of this community are presented.

scholarly journals Teaching Online during the COVID-19 Pandemic: A Phenomenological Study of Physical Therapist Faculty in Brazil, Cyprus, and The United States

2021 ◽  
Vol 11 (3) ◽  
pp. 130
Author(s):  
Laura Plummer ◽  
Beliz Belgen Kaygısız ◽  
Cymara Pessoa Kuehner ◽  
Shweta Gore ◽  
Rebecca Mercuro ◽  
...  
Keyword(s):  
United States ◽  
Social Cognitive ◽  
Teaching Practice ◽  
Phenomenological Study ◽  
Physical Therapist ◽  
The United States ◽  
Qualitative Inquiry ◽  
Teaching Presence ◽  
Structured Interviews ◽  
Face To Face

The COVID-19 pandemic led to a global transition from in-person to online instruction leaving many higher education faculty with little time or training for this responsibility. Physical therapist education programs were especially impacted since a large part of the development of skills rely on face-to-face onsite practice. This phenomenological study explored the perceptions of physical therapist educators in three countries—Brazil, Cyprus, and the United States, who transitioned to an entirely virtual medium of teaching during the pandemic. Sixteen faculty participated in 1:1 semi-structured interviews. Trustworthiness of qualitative inquiry was ascertained using triangulation, thick descriptions, and peer reviews. Four major themes emerged from analysis of participants’ interview data: adapting pedagogy in real-time, expected excellence, limitations of the medium, and informing future teaching practice. All participants described teaching during the pandemic as one of the most challenging experiences of their professional careers. Despite available resources, faculty noted challenges in making authentic connections with students, adapting to technological interruptions, assessment of student understanding of content, and managing work-life balance. Despite the challenges, faculty worked collaboratively with peers to innovate new approaches of creating social, cognitive, and teaching presence. Unique opportunities arose from the pandemic to enhance future teaching practice.

Returning to their roots: Examining the reintegration experiences of returned Indigenous migrant youth in Guatemala

2020 ◽  
pp. 002087282090687
Author(s):  
Jenn Miller Scarnato
Keyword(s):  
United States ◽  
Social Work ◽  
Qualitative Study ◽  
Thematic Analysis ◽  
Social Service ◽  
Service Providers ◽  
Identity Negotiation ◽  
The United States ◽  
Ethnographic Approach ◽  
Migrant Youth

This article examines the reintegration experiences of Indigenous migrant youth returned to Guatemala from the United States and Mexico, thereby filling a gap in extant literature. This qualitative study employed a critical ethnographic approach with reflexive thematic analysis of fieldwork and interviews with social service providers working with this population through the lens of Critical Latinx Indigeneities. Four major themes emerged: identity negotiation (sub-themes being Indigenous identities and returned migrant identities), trauma and its consequences, institutional and internalized oppression, and decolonization. Implications for social work emphasize the importance of Indigenous and decolonizing approaches to social work.

scholarly journals Adapted Physical Education: The Perspective of Asian Parents

2021 ◽  
Vol 19 (1) ◽  
pp. 91
Author(s):  
Eun Hye Kwon ◽  
Martin Block ◽  
Sean Healy ◽  
Tae-eung Kim
Keyword(s):  
United States ◽  
Physical Education ◽  
Data Collection ◽  
Thematic Analysis ◽  
The United States ◽  
Culturally Sensitive ◽  
Adapted Physical Education ◽  
Structured Interviews ◽  
Education Services ◽  
Mothers And Fathers

The purpose of this study was to examine the expectations from Adapted Physical Education services from the perspective of Asian parents (n = 8) who have children with disabilities. Data collection involved semi-structured interviews, completed in the participants’ preferred language. The data were analyzed using Braun and Clarke’s recipe for thematic analysis. Four themes emerged: (a) “overcoming” the disability in APE, (b) different perspectives on the importance of APE between mothers and fathers, (c) parents’ concern over children being “disrespectful,” and (d) communication issues. Since the culture in the United States is ethnically and socially more diversified, the significance and relevance of the results for effective, culturally sensitive APE provision is discussed. An increased understanding and involvement of Asian parents in terms of their children’s APE program will result in more culturally sensitive, effective, and relevant APE experiences.

scholarly journals Experiences of separation and divorce among foster and adoptive families: the need for supportive responses

2017 ◽  
Vol 41 (1) ◽  
pp. 75-81 ◽  
Author(s):  
Damien W Riggs ◽  
Stacy Blythe
Keyword(s):  
United States ◽  
Thematic Analysis ◽  
Service Providers ◽  
Secondary Data ◽  
The United States ◽  
Adoptive Parents ◽  
Community Responses ◽  
Adoptive Families ◽  
Foster Families ◽  
Supportive Community

Separation and divorce are realities faced by many families. Yet in the case of foster and adoptive families, only a small number of studies have looked at the way such experiences affect them. This article seeks to fill this gap by exploring the nature and consequences of separation and divorce among foster and adoptive families in Australia and the United States. A thematic analysis of primary and secondary data collected by the authors identified three dominant themes: (1) that divorcing foster families experience variable responses from service providers; (2) that some adoptive parents perceive that relationship breakdowns compound adoption-related losses; and (3) that some adoptees challenge the assumption that the nature and experience of separation and divorce among adoptive families is unique. The article concludes by advocating for the provision of clear guidelines for foster and adoptive families experiencing separation or divorce, and highlights the need for supportive community responses to help those affected.

scholarly journals Balancing race, gender, and responsibility: Conversations with four black women in educational leadership in the United States of America

2021 ◽  
pp. 174114322199183
Author(s):  
Natasha N Johnson
Keyword(s):  
United States ◽  
Black Women ◽  
Educational Leadership ◽  
United States Of America ◽  
Hermeneutic Phenomenology ◽  
The United States ◽  
Women's Leadership ◽  
Structured Interviews ◽  
Race And Gender ◽  
And Gender

This article focuses on equitable leadership and its intersection with related yet distinct concepts salient to social justice pertinent to women and minorities in educational leadership. This piece is rooted and framed within the context of the United States of America, and the major concepts include identity, equity, and intersectionality—specific to the race-gender dyad—manifested within the realm of educational leadership. The objective is to examine theory and research in this area and to discuss the role they played in this study of the cultures of four Black women, all senior-level leaders within the realm of K-20 education in the United States. This work employed the tenets of hermeneutic phenomenology, focusing on the intersecting factors—race and gender, specifically—that impact these women’s ability and capability to perform within the educational sector. The utilization of in-depth, timed, semi-structured interviews allowed participants to reflect upon their experiences and perceptions as Black women who have navigated and continue to successfully navigate the highest levels of the educational leadership sphere. Contributors’ recounted stories of navigation within spaces in which they are underrepresented revealed the need for more research specific to the intricacies of Black women’s leadership journeys in the context of the United States.

Embracing Four Tensions in Human-Computer Interaction Research with Marginalized People

2021 ◽  
Vol 28 (2) ◽  
pp. 1-47
Author(s):  
Calvin A. Liang ◽  
Sean A. Munson ◽  
Julie A. Kientz
Keyword(s):  
United States ◽  
Human Computer Interaction ◽  
Thematic Analysis ◽  
The United States ◽  
New Paradigm ◽  
History Of ◽  
Interview Survey ◽  
Interaction Research ◽  
Oriented Approach ◽  
Computer Interaction

Human-computer interaction has a long history of working with marginalized people. We sought to understand how HCI researchers navigate work that engages with marginalized people and considerations researchers might work through to expand benefits and mitigate potential harms. In total, 24 HCI researchers, located primarily in the United States, participated in an interview, survey, or both. Through a reflexive thematic analysis, we identified four tensions—exploitation, membership, disclosure, and allyship. We explore the complexity involved in each, demonstrating that an equitable endpoint may not be possible, but this work is still worth pursuing when researchers make certain considerations. We emphasize that researchers who work with marginalized people should account for each tension in their research approaches to move forward. Finally, we propose an allyship-oriented approach to research that draws inspiration from discourse occurring in tangential fields and activist spaces and pushes the field into a new paradigm of research with marginalized people.

“Painful, yet Beautiful, Moments”: Pathways Through Infant Feeding and Dynamic Conceptions of Breastfeeding Success

2021 ◽  
pp. 104973232110321
Author(s):  
Mackenzie D. M. Whipps ◽  
Hirokazu Yoshikawa ◽  
Jill R. Demirci ◽  
Jennifer Hill
Keyword(s):  
United States ◽  
Infant Feeding ◽  
The United States ◽  
High Income ◽  
First Year ◽  
Cultural Narratives ◽  
Structured Interviews ◽  
Written Narratives ◽  
Intensive Mothering ◽  
First Time

What is breastfeeding “success”? In this article, we challenge the traditional biomedical definition, instead centering visions of success described by breastfeeding mothers themselves. Using semi-structured interviews, quantitative surveys, and written narratives of 38 first-time mothers in the United States, we describe five common pathways through the first-year postpartum, a taxonomic distinction far more complex than a success–failure dichotomy: sustained breastfeeding, exclusive pumping, combination feeding, rapid weaning, and grinding back to exclusivity. We also explore the myriad ways in which mothers define and experience breastfeeding success, and in the process uncover the ways that cultural narratives—especially intensive mothering—color those experiences. Finally, we discuss how these experiences are shaped by infant feeding pathway. In doing so, we discover nuance that has gone unexplored in the breastfeeding literature. These findings have implications for supporting, promoting, and protecting breastfeeding in the United States and other high-income countries.

Savvy Surrogates and Rock Star Parents: Compensation Provisions, Contracting Practices, and the Value of Womb Work

2020 ◽  
Vol 45 (2) ◽  
pp. 398-431
Author(s):  
Hillary L. Berk
Keyword(s):  
United States ◽  
Content Analysis ◽  
Social Process ◽  
The United States ◽  
Symbolic Power ◽  
Cultural Norms ◽  
Structured Interviews ◽  
Selective Abortion ◽  
Medical Risks ◽  
Exchange Relations

Abstract:What is the value of surrogate labor and risks, and how is it negotiated by participants as they contract within an unsettled baby market? This article presents novel data on compensation, fee, and bodily autonomy provisions formalized in surrogacy contracts, and the experiences of actors embedded in exchange relations, as they emerge in a contested reproductive market. It combines content analysis of a sample of thirty surrogacy contracts with 115 semi-structured interviews conducted in twenty states across the United States of parties to these agreements, attorneys who draft them, counselors, and agencies that coordinate matches between intended parents and surrogates. It analyzes the value of services and medical risks, such as loss of a uterus, selective abortion, and “carrier incapacity,” as they are encoded into agreements within an ambiguous field. Surrogacy is presented as an interactive social process involving law, markets, medicine, and a variety of cultural norms surrounding gender, motherhood, and work. Contracts have actual and symbolic power, legitimating transactions despite moral anxieties. Compensation transforms pregnancy into a job while helping participants make sense of the market and their “womb work” given normative flux. Contracts are deployed by professionals without informed policies that could enhance power and reduce potential inequalities.

scholarly journals Developing Workforce Capability in Nonprofits Through Effective Leadership

2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Catherine Byrnes Smoyer ◽  
Rocky J Dwyer ◽  
Janice K. Garfield ◽  
Brandon D. Simmons
Keyword(s):  
United States ◽  
Nonprofit Organizations ◽  
Single Case ◽  
Full Range ◽  
The United States ◽  
Annual Reports ◽  
Structured Interviews ◽  
Full Range Leadership ◽  
Available Information ◽  
Nonprofit Leaders

Leaders of nonprofit organizations in the United States must build workforce capabilities to meet increasing demands for services. This single-case study explored strategies nonprofit leaders used to build workforce capability to address increasing service demands. The conceptual lens for this study was the full-range leadership theory. Data were collected through semi-structured interviews with senior executives of a single nonprofit organization located in the Midwestern region of the United States, which included internal organizational and workforce performance data, strategy plans, annual reports internal and external financial documents, and publicly available information. Four major themes related to building workforce capacity emerged from a thematic analysis of the data: (1) an emphasis on employee development, (2) the expansion of technology systems, (3) a concentration on developing a culture of autonomy and trust, and (4) the introduction of processes and measurements. The findings from this study might contribute to positive social change by providing nonprofit leaders with strategies and data to support a deeper understanding of how to effectively build workforce capability to address increasing service demands.

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