Gender, Mothering And Relational Work

Ramvi, Ellen; Davies, Linda

doi:10.1080/02650531003759829

Cited by 19 publications

(13 citation statements)

References 24 publications

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“…Finally, there is a need to identify and transform organizational members' gender biases. Ramvi and Davies (2010) explained that many people still expect women to be "nurturing, emotionally expressive, communal, and care about others" (p. 446). Although some women may, in fact, harbor these traits, it is unfair to expect all women to fit this mold.…”

Section: Extending Findingsmentioning

confidence: 99%

Secret service: Revealing gender biases in the visibility and value of faculty service.

Hanasono

Broido

Yacobucci

et al. 2019

Journal of Diversity in Higher Education

107

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Although the demand for faculty service has increased substantially in recent years, the workload is not shared equitably among tenure-track faculty (Guarino & Borden, 2017; Pyke, 2011). Women faculty tend to spend more time on service activities than men, and they tend to perform important yet less institutionally recognized forms of service like mentoring, committee work, emotional labor, and organizational climate control (Babcock, Recalde, Vesterlund, & Weingart, 2017; Misra, Lundquist, Holmes, & Agiomavritis, 2011). Drawing from the theory of gendered organizations (Acker, 1990), this interview study examined how institutional gender biases impact the visibility and evaluation of faculty service across the tenure-track career trajectory. Our findings reveal how task-oriented forms of service tend to be more visible and valued than relationally oriented service. In addition to addressing a gap in the literature, our study presents practical recommendations to make service more visible, valuable, and equitable across faculty ranks and gender identities.

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Section: Extending Findingsmentioning

confidence: 99%

Secret service: Revealing gender biases in the visibility and value of faculty service.

Hanasono

Broido

Yacobucci

et al. 2019

Journal of Diversity in Higher Education

107

View full text Add to dashboard Cite

show abstract

“…In the UK approaches, premised on the conflicted or defended subjectivity of both helper and helped, are supported by Psychosocial Studies http://www.psychosocial-studiesassociation.org/ which has helped to diffuse applied psychoanalytic thinking beyond the clinical encounter towards communities, institutions, and the public sphere. It has produced a stream of research and scholarship (Hoggett 2000, Hollway 2001, Froggett 2002, Cooper and Lousada 2005, Ferguson 2005, Stenner et al 2008, Frost 2008, Maclean and Frost 2011, Walkerdine 2008, Ramvi and Davies 2010. Much of this work is methodologically useful for practitioner-based and practice-near research (Froggett and Briggs 2012, Hingley 2009, Hollway 2009, Nicholson2009, Froggett and Hollway 2010, Hollway and Froggett 2012, Ferguson 2010) offering students alternatives to positivist evidence based practice.…”

Section: Reclaiming Use Of Self: Rationale and Outline Of This Articlementioning

confidence: 99%

Thinking from experience in psychosocial practice: reclaiming and teaching ‘use of self’

Froggett

Ramvi

Davies

2014

Journal of Social Work Practice

Self Cite

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Thinking from experience in psychosocial practice: reclaiming and teaching 'use of self'. AbstractA course based on psychosocial theory and students' experiences in practice has been taught in the UK, Norway and Quebec. It departs from the classical social work concept 'use of self' and aims to help novices in health and social work to understand how the social world is internalised and re-produced and the value of thinking from experience. International developments such as, competency-based education, New Public Management and evidence-based practice reduce opportunities for experiential learning. This trend has been exacerbated by a focus on anti-oppressive practice without a corresponding understanding of how oppressive relations are internalized and enacted by defended and conflicted subjects. Attempts to rectify a relational deficit through traditions of reflective practice and critical reflection are important developments, but could be further strengthened by psychosocial and psychodynamic perspectives. The course combines critical, contextual and relational thinking for students in caring professions.

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“…Some will argue that this expectation is positive for women in their professional work relationships, something that makes the identification with their work easier because the role is close to their gender identity [ 41 ]. In a previous article [ 39 ] we argued against the latter, suggesting instead that female relationship workers have a constrained portrait of themselves, leaving little opportunity and permission to explore the difficult emotional and situational complexities that they experience in their professional practice. In the case of Maria, we receive support for this argument.…”

Section: Discussionmentioning

confidence: 98%

“…Henderson [ 5 ] says that nursing is invisible from being a woman. Even if women today claim the right and need to seek autonomy and personal gratification beyond caring commitments, a feminine maternal ideal underpins women’s practice of their work relationships [ 39 , 40 ]. The expectations remain influenced by a stereotypical understanding of nursing (as kind, empathetic and caring), an image that remains prevalent in society [ 40 ].…”

Section: Discussionmentioning

confidence: 99%

I am only a nurse: a biographical narrative study of a nurse’s self-understanding and its implication for practice

Ramvi

2015

BMC Nurs

Self Cite

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BackgroundThe personal is a vital part of professional nursing practice. From a psycho-social perspective, nurses produce and reproduce conceptions of the Self through experience. A literature search on nurses’ self-understanding in a psycho-social perspective yields no results. Hence, the aim of this study was to investigate personal and professional experiences that may have formed the self-understanding of a nurse, and how this self-understanding may have influenced her professional practice.MethodsUsing a single case approach, I conducted a Biographical Narrative Interview with a 50-year-old experienced Norwegian nurse. I asked the nurse to tell me the story of her life and how her work has affected her and possibly changed the way she saw herself. The overall aim of the interpretation was to understand the historically situated subjectivity in terms of the nurse’s personal, social and professional constraints and chosen options.ResultsThe nurse’s narrative of her life story made it possible to trace a common theme throughout her experiences, the experience of being “only a nurse”. The nurse experienced a low status, as well as a downgrade in the competence needed to deliver quality care in professional relationships. She felt it difficult to identify with the experience of being on the bottom of the social ladder and to identify with the female, mothering ideal connected to nursing. She desired a better position, and wanted to identify with strong women. In contrast to reality, her self-understanding influenced her relationship with her patients, her professional pride and her further professional development.ConclusionsThis study shows that the professional practice of a nurse was informed by her self-understanding. This study suggests that the individual nurse must be given the opportunity to explore her professional vulnerability based on the assumption that it is both personally and socially constituted. This study indicates that the exploration of a nurse’s self-understanding is one way to contribute to professional development.

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Gender, Mothering And Relational Work

Cited by 19 publications

References 24 publications

Secret service: Revealing gender biases in the visibility and value of faculty service.

Secret service: Revealing gender biases in the visibility and value of faculty service.

Thinking from experience in psychosocial practice: reclaiming and teaching ‘use of self’

I am only a nurse: a biographical narrative study of a nurse’s self-understanding and its implication for practice

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