Sense of self-worth and "Extra feminist assistance" Advancing and strengthening occupational aspirations among girls from stigmatized communities
DOI:
https://doi.org/10.64166/bsdxf680תקציר
There are a multitude of intervention programs and procedures in the field of occupational guidance for youth. However, closer examination reveals that some of these programs miss their mark and, unintentionally, actually reinforce devaluation among this population, particularly among girls. This missed opportunity stems primarily from the lack of an appropriate conceptualisation of the needs of teenage girls within the design, development and implementation of these employment programs. The purpose of this study was to conceptualise 'extra feminist assistance' as is needed for girls from stigmatised communities, which would allow them to advance themselves in the path of achieving financial independence. This article clarifies the characteristics of 'extra feminist assistance' through the presentation of three negotiation reactions by girls who participated in the Reshatot workshop. The workshop is intended to strengthen the development of employment aspirations. The findings presented here indicate that the 'extra feminist assistance' is generated when the intervention processes contain the following dimensions: sense of self-worth; knowledge and relationships that allow the girls to both subvert and oppose the stigma and labels placed on them; the understanding that their needs are separate; and strengthening their sense of entitlement.
References
Black, L. (2004). Differential participation in whole class discussions and the construction of marginalized identities. Journal of Educational Enquiry, 5(1), 34-54.
Benjamin, Q, Aroche, E., Pinchasy, S., & Wientrauv, T. (2008). Reahatot: Connection and skills to employability. Jerusalem: Ashalim-Joint. [Hebrew]
Bettie, J. (2003). Women without class: Girls, race and identity. Berkeley, CA: University of Los Angeles Press.
Betz, N. E. & Hackett, G. (1986). Applications of self efficacy theory to understanding carrier choice behavior. Journal of Social and Clinical Psychology, 4, 279-289. DOI: https://doi.org/10.1521/jscp.1986.4.3.279
Betz, N. E, & Hackett, G. (2006). Career self-efficacy theory: Back to the future. Journal of Career Assessment, 14, 3-11. DOI: https://doi.org/10.1177/1069072705281347
Brydon-Miller, M., & Greenwood, D. (2006). Re-examination of the relationship between action research and human subjects review processes. Action Research, 4(1), 117-128 DOI: https://doi.org/10.1177/1476750306060582
Creed, P. A., Patton, W., & Bartrum, D. (2004). Internal and external barriers, cognitive style, and the career development variables of focus and indecision. Journal of Career Development, 30(4), 277-294. DOI: https://doi.org/10.1177/089484530403000404
Damaske, S. (2011). A major career woman? How women develop early expectations about work. Gender & Society, 25(4), 409-430. DOI: https://doi.org/10.1177/0891243211412050
Diemer, M. (2009). Pathways to occupational attainment among poor youth of color: The role of sociopolitical development. The Counseling Psychologist, 37(1), 6 -35. DOI: https://doi.org/10.1177/0011000007309858
Dodson, L., & Lilian, D. (2004). Girls' family labor in low-income households: A decade of qualitative research. Journal of Marriage and Family, 66, 318-332. DOI: https://doi.org/10.1111/j.1741-3737.2004.00023.x
Evans, S. (2006). Young women and the pursuit of status conference proceedings: Thinking gender - the next generation. UK Postgraduate Conference in Gender Studies, lili. University of Leeds, UK e-paper no. 16
Fairbrother, A. (2008). They might need a little extra hand in at-risk programs. Urban Education, 43(5), 587-611 DOI: https://doi.org/10.1177/0042085907311816
Gonick, M. (2006). Between "Girl Power" and "Reviving Ophelia": Constituting the neoliberal girl subject. .YU 'S. I Journal, 18(2), 1-23. DOI: https://doi.org/10.1353/nwsa.2006.0031
Harris, A. (2004). Future girl: Young women in the Twenty-First century. London and New York: Routledge. DOI: https://doi.org/10.4324/9780203490198
Hebson, G. (2009). Renewing class analysis in studies of the workplace: A comparison of working-class and middle-class women's aspirations and identities. Sociology, 43(1), 27-44. DOI: https://doi.org/10.1177/0038038508099096
Hill, N. E., Ramirez C., & Dumka, L E. (2003). Early adolescents' career aspirations: A qualitative study of perceived barriers and family support among low-income, ethnically diverse adolescents. Journal of Family Issues, 24(7), 934-959. DOI: https://doi.org/10.1177/0192513X03254517
Joseph, S. (1993). Connectivity and patriarch among urban working-class Arab families in Lebanon. Ethos, 21(4), 452-484. DOI: https://doi.org/10.1525/eth.1993.21.4.02a00040
Jordan, J.V., Kaplan A.G., Miller, J.B., & Surrey, J. (Eds.). (1999). Women growth in connection. Writings from the Stone Center, New York. New York: Guilford Press.
Kandiyoti, D. (1988). Bargaining with patriarchy. Gender & Society, 2(3), 274-290 DOI: https://doi.org/10.1177/089124388002003004
Kahan-Stranithki, P, & Yorovitz, L. (2009). Beyond the world of employment promotion: Program for youth at risk in the United States and UN other countries in the OECD: Literature review. Jerusalem: Brukdail Institute. [Hebrew]
McRobbie, A. (2007). Top girls? Young women and the post-feminist sexual contract. Cultural studies, 21(4-5), 718-739. DOI: https://doi.org/10.1080/09502380701279044
McCash, P. (2006). We're all career researchers now: breaking open career education and D.O.T.S. British Journal of Guidance & Counselling, 34(4): 429-449. DOI: https://doi.org/10.1080/03069880600942558
McLeod, J. & Yates, L. (2006). Making modern lives: Subjectivity, schooling and social change. New York: University of New York Press DOI: https://doi.org/10.1353/book10605
McNiff, J, & Whitehead, J. (2002). Action research: Principles and practice (2nd Ed.). London: Routledge Falmer. DOI: https://doi.org/10.4324/9780203199961
MotzafiHaller, P. (2012). In the cement boxes - Mizrahi women in the Israeli periphery. Jerusalem: The Hebrew University Magnes Press. [Hebrew]
Nightingale, D., Smith, N., Pindus. M., Trutko, J. & Egner, M. (2002). Work opportunities for people leaving welfare. In Welfare reform: the next Act. Weil, A., & Finegold, K. (Eds.), (pp. 103-20). Washington, D.C.: Urban Institute Press.
Oppenhaim-Shachar., (2012). The implications of "extra assistance" for adolescent girls from discredited communities, in the context of improving their occupational networking: Action research. Ph.D. Thesis. Tel Aviv: Bar Ilan University. [Hebrew]
Pery, J. C., & Vance, K.S. (2010). Possible selves among urban youths of color: an exploration of peer beliefs and gender differences. Career Development Quarterly, 58(3), 257. DOI: https://doi.org/10.1002/j.2161-0045.2010.tb00191.x
Reinharz, S. (1992). Feminist action research. In Feminist methods in social research (pp. 175-196). New York: Oxford University Press.
Tamir, Y., & Noyman, Z. (2007). Occupational efficacy and encouraging employment: Implication for Israel. Jerusalem: Hebrew University. [Hebrew]
Warr, J. D., (2005). Social networks in 'discredited' neighborhoods. Journal of Sociology, The Australian Sociological Association. 41(3), 285-308. DOI: https://doi.org/10.1177/1440783305057081
Yates, J. A. (2005, February 2). The transition from school to work: Data from the National Longitudinal Survey of Youth. Monthly labor review, Education and work experiences, 21-31.
Zeichner, K. M., & Noffka, S. E. (2001). Practitioner research. In V. Richardson (Ed.) Handbook of research on teaching (4th ed.) (pp. 298-330). Washington D.C.: American Education Research Association.
Downloads
פורסם
גיליון
מדור
License
Copyright (c) 2014 Hagar: Studies in Society and Culture

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.


