The Lived Experiences of Queer* Teachers in İstanbul within the Scope of Institutionalized Heteronormativity and Neoliberal School Policies

Even though the challenges that Queer* employees face in the workplace because of their intersecting identities of gender, sexuality, race, and class continue to be one of the rarely studied topics in social sciences, there has been a resurgence of interest in recent years, concerning how Queer* teachers experience the conflation of their sexual and professional identities. Informed by the recognition that schools are one of the most representative prototypes of gendered organizations with their ever-adapting regimes of inequality, this study is motivated by the question of how Queer* teachers in İstanbul deal with the enduring institutionalized homophobia, which has only got worse in terms of its silencing and pathologizing mechanisms. Claiming one of the fundamental functions of schools to establish strictly heteronormative spaces of learning, where any form of gender nonconformity or sexual dissidence stands before disciplinary punishment or reprimand from other students and teachers, I have examined the current working conditions of Queer* teachers in İstanbul within the contexts of schools, which compel Queer* teachers to abide by their institutionalized rules and norms of compulsory heterosexuality. This study attempts to learn what kind of experiences Queer* teachers in İstanbul articulate regarding the conundrum of being forced into presenting themselves as non-sexualized and non-gendered professional figures, as neoliberal policies and capitalist expectations of a rigid separation between professional identities and personal lives of workers continue to negatively affect the occupational well-being of Queer* teachers. A careful analysis of the interviews has revealed that the Queer* teachers in İstanbul are burdened with the aesthetic labor they are constantly expected to perform due to the emergent neoliberal schemes of professionalism and that they suffer under closely monitoring mechanisms of heteronormative school policies and work climates.

Grey’s Anatomy: Gender Differences in Specialty Choice for Medical Students in China

Gender differences in sub-major choices within the science, technology, engineering, and mathematics (STEM) fields have scarcely been discussed. This study uses administrative records from a top medical school in China to examine gender differences in medical students’ specialty choices. Results showed that, although the gender gap in choosing a clinical track shrinks over time, female students in the clinical track are far less likely to choose highly paid surgical specialties, and this gap persists over time. However, female students outperformed male students in all of the courses. Thus, academic performance cannot explain the underrepresentation of female students in surgery. We further collected questions such as “Why don’t female students choose surgical specialties” and answers to them in “Chinese Quora”, Zhihu.com. A preliminary text analysis showed that ultra-physical load, discrimination in recruitment, women-unfriendly work climates, and difficulties in taking care of family are barriers that prevent women from choosing surgery.

Practical recommendations on how to combat discriminatory work environments in the geosciences

<p>Even as discussions about the need for diverse, equal, and inclusive work environments have increased in recent years, discriminatory and hostile work climates are sadly still widespread within academia. Discriminatory and hostile working conditions negatively affect science and scientists at the individual, community, institutional, and societal levels, ultimately causing researchers mental health issues and hampering scientific progress. Those most affected by abusive research environments are early-career scientists of underprivileged, historically oppressed, and underrepresented groups. Thus, one step to increase diversity and equality within geosciences is to combat discriminatory work environments. While the burden of addressing hostile working conditions should not be on those experiencing bullying and discrimination, guidance and support are needed until we see real systemic change. To help make a change, we provide ten concrete strategies for all scientists experiencing any form of discrimination to overcome an unhealthy research environment (Popp et al., 2020).</p><p> </p><p>References</p><p>Popp, A.L., Hall, C.A. and Yilmaz, Y.A. (2020) How to combat bullying and discrimination in the geosciences, Eos, 101, https://doi.org/10.1029/2020EO151914</p>

The Analysis of Differences in Body Temperature and Blood Pressure Before and After Exposure to Hot Work Climates

Introduction: Working in a hot work environment has a negative impact on occupational health and safety. The impact on health due to work at temperatures above a comfortable temperature can affect body temperature and blood pressure of workers. The aim of this study was to analyze the differences in body temperature and blood pressure of workers before and after exposure to hot work climates at PT. Pertamina (Persero) Tanjung Wangi. Method: This research was an observational study with cross sectional approach. The population of this study was all workers at PT. Pertamina (Persero) Tanjung Wangi., with the total of 11 people. The sample in this study was obtained by total sampling method with a sample of 11 workers. The dependent variables in this study were body temperature, blood pressure, age, fluid intake, and nutritional status, while the independent variable was work climate. Results: Most of the grass lathe workers at PT. Pertamina (Persero) Tanjung Wangi has an age between 17-25 years, some of the grass lathe workers had a fluid intake with less categories with normal nutritional status. The measurement results showed that the average ISBB value was 28.8°C, this value still exceeded TLV. In addition, the results showed that there were differences in body temperature before and after work, from 36.04° C to 36.8° C. In addition there were differences in systolic and diastolic blood pressure before work which was 112.7 mm Hg 77.3 mm Hg, and the average after work was 121 mm Hg and 83.6 mm Hg. Conclusion: There is a difference between body temperature and blood pressure before and after exposure to hot work climates.Keywords: blood pressure, body temperature, hot work climate

Do ethical work climates influence supplier selection decisions in public organizations? The moderating roles of party politics and personal values

Purpose The purpose of this paper is to examine the relationship between ethical work climates (EWCs) and supplier selection decisions (SSDs), and the moderating roles of party politics and personal values on this relationship. Design/methodology/approach A total of 600 senior-level personnel from 40 Nigerian public organizations were surveyed using structured questionnaires. Multiple regression analysis was used to test the hypotheses developed for the study after assessing construct reliability and validity. Findings Results show that both high and low levels of external political pressures significantly reduce the perception that organizational SSDs are ruled based and pro-social in nature. Furthermore, regardless of the level of perception of instrumental personal values by employees, instrumental ethical climates significantly determine SSDs; principled/cosmopolitan climate and benevolent/cosmopolitan climate only become significant perceptible determinants when there is less room for the accommodation of personal goals during SSD processes. Research limitations/implications This study only examined the relationship between ethical climate perceptions and SSDs without controlling for the effects of some important possible intervening variables on this relationship. Therefore, the study encouraged future researcher to enhance the generalizability of the findings by incorporate relevant control variables in the model, as well as examining other decision phases in the public buying process. Originality/value This study is original to the extent that only a few studies in the literature are devoted to perceptions of EWCs in African organizations, and no previous studies have examined this phenomenon in relation to SSDs in Nigerian public firms.

Antecedents of supplier selection decisions in the public sector in Nigeria

PurposeThis paper aims to develop and test a conceptual model of supplier selection decisions in the public sector. The study seeks to determine the relative importance of a broad range of non-economic variables in explaining supplier selection decisions during strategic organizational purchases.Design/methodology/approachData were collected from a national sample of 341 senior staff and top management team (TMT) members in 40 public sector organizations in Nigeria by using structured questionnaires.FindingsResults of structural equation modeling (SEM) analysis shows that government policy requirements, social ties of organizational actors, party politics, decision-makers’ experience and the perception of instrumental ethical work climates are the most important determinants of strategic supplier selection decisions, followed in a descending order of importance by the perception of rules ethical work climates, self-enhancement personal values, CEOs’ structural position, self-transcendent personal values and the perception of time pressure. Findings also indicate that the choice of a supplier per se is not an important determinant of organizational performance.Originality/valueNo prior study has brought together, in a single model, the broad range of variables employed in this study with a view to exploring their relative importance in explaining public sector supplier selection decisions in a non-western country context. The findings of this study have implications for Marketing Managers looking to do business with public sector firms in emerging markets.

How Exclusive Work Climates Create Barriers for Women in IS&T

Exclusive climates are associated with negative outcomes such as feelings of anxiety. Furthermore, barriers may arise for women when they experience exclusive climates in the IS&T workplace. This chapter examines several barriers women may encounter, including stereotypes, stereotype threat, the motherhood penalty, work-family conflict, and mentoring. As women are underrepresented in IS&T, recommendations for future research include building more inclusive climates in IS&T workplaces for women and mitigating the obstacles women may face while working in the field.

Teacher Motivation Behavior: The Importance Of Personal Expectations, Need Satisfaction, And Work Climate

Teachers, as one of the elements in the teaching and learning process, play multiple roles, not only as teachers transferring knowledge but also as guides who encourage the potential of students to develop alternatives in learning. This means that teachers face complex tasks and responsibilities in respect of the achievement of educational goals where they are required to not only master the subject area being taught but are also required to display a personality suitable foracting as a role model for students. Therefore, teachers are required to optimize their performance in carrying out the task. The complex tasks and responsibilities of achieving educational goals relate to teachers’ motivation, so that good intentions will encourage teacher activities. Teachers become educators based on their motivation to teach. If a teacher has no motivation then they are unlikely to be an effective educator. The factors that influence a teacher’s motivation are focused on personal expectations, need satisfaction, and work climate. This paper comprises a literature review of several research findings aimed at deepening self-determination theory as one of the motivational theories that can be used to analyze the motivation of teachers based on both internal and external factors. In particular, it aims to explore the role of personal expectations, need satisfaction, and work climate, which can serve as a basis for further research into optimizing teacher motivation to teach.As the implication, different work climates mean that teachers must adapt to the condition of the school in which they teach. It is important that teachershave this ability as when they are able to adapt to a school’s performance atmosphere, they are in turn able torealize personal expectations according to their needs and thus feel psychologically satisfied, which has a corresponding further impact on their motivation to teach.

The Social and Organisational Determinants of School Commitment of Expatriate Teachers

The employment of expatriate teachers is explored here through the perspective of their organisational commitment. Drawing on the results of a public school teacher survey conducted in the Emirate of Abu Dhabi in 2014, this study used a multilevel framework to investigate the effects of teacher characteristics, school environment, and district level human resource management policies and practices on expatriate teachers’ school commitment. The results of the three-level model revealed that while teacher level attributes remained strong predictors of their school commitment, the social and organisational environment of the school greatly contributed to the organisational commitment of expatriate teachers. Interpersonal support within the school community and supportive work climates were crucial for expatriate teachers to build and sustain their commitment. Nationality was found to moderate the relationships between several workplace factors and teacher school commitment.