Privileging Fieldwork Over Interviews: Consequences for Identity and Practice

Kleinman, Sherryl; Stenross, Barbara; McMahon, Martha

doi:10.1525/si.1994.17.1.37

Cited by 28 publications

(15 citation statements)

References 19 publications

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“…The data presented here focus on the perspectives of tradeswomen and are, therefore, uniquely suited for understanding how they interpret and respond to the sexual conduct of their coworkers. The in-depth interview data also provide important analytic possibilities including insight into tradeswomen's perceptions of events, how these perceptions shape their interactions with coworkers, and access to tradeswomen's feelings (Kleinman et al 1994). The accounts presented in this article illustrate tradeswomen's perspectives on social relations at work as well as the process through which they manage unwanted sexual conduct.…”

Section: Journal Of Contemporary Ethnography 39(3)mentioning

confidence: 99%

Crossing the Line: How Women in the Building Trades Interpret and Respond to Sexual Conduct at Work

Denissen

2009

Journal of Contemporary Ethnography

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A significant number of women who experience sexual conduct in the workplace do not define it as sexual harassment. This has caused a discrepancy between social science measures of sexual harassment and women’s perceptions and experiences. As a consequence, studies have begun to examine how workers distinguish between wanted and unwanted sexual behavior. Through in-depth interviews and ethnographic fieldwork with women who work in the building trades, this study examines how tradeswomen interpret and respond to the sexual conduct of their coworkers. Using a micro-politics of trouble framework, the author shows how interpretations of sexual conduct are shaped up exactly in the process of responding to problematic interactions. The analysis finds that many initial responses to unwanted sexual conduct attempt to restore good relations between coworkers. However, if the sexual conduct is considered extreme or if initial attempts to resolve the trouble are unsuccessful, the actions may be reinterpreted and responded to informally as actions that “cross the line” even as tradeswomen face constraints in exercising formal punitive measures.

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Section: Journal Of Contemporary Ethnography 39(3)mentioning

confidence: 99%

Crossing the Line: How Women in the Building Trades Interpret and Respond to Sexual Conduct at Work

Denissen

2009

Journal of Contemporary Ethnography

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“…Although retrospective narratives are bound to be imperfect records of events because of the human tendency to misremember, qualitative interviews are useful in illuminating processes of constructing meaning (Kleinman, Stenross, and McMahon 1994;Weiss 1994;Zerubavel 1996). Interviews were conducted in respondents' homes or other locations they chose.…”

Section: Methods and Datamentioning

confidence: 99%

Creating transregional collective nostalgia: the organising role of Catholic parishes among Louisiana migrants in Great Migration-era Los Angeles

DuCros

2016

Journal of Ethnic and Migration Studies

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“…Hence semi-structured individual interviews were used as the data collection method, to gain insights into the participants" worlds. Kleinman et al (1994) suggest that interviews are a suitable method to permit a -7 -researcher to explore how people adapt or maintain an identity when faced with new experiences. Interviews provide a way to obtain detailed information (Denscombe, 1998), as well as a way of exploring how participants define their experiences and interpret them , as participants are seen as experiencing individuals who actively interpret and construct events (Silverman, 1993).…”

Section: Methodsmentioning

confidence: 99%

Student, Practitioner, or Both? Separation and Integration of Identities in Professional Social Care Education

McSweeney¹

2012

Social Work Education

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This paper presents and discusses some of the findings from a qualitative study of identities in work-related learners. The theoretical framework of structural symbolic interactionism is outlined and the two identities of interest, that of student and practitioner discussed. The aim of professional education is viewed as enabling the practitioner to deal with ambiguity and change through critical examination of work practices and location of these within theoretical frameworks.It is argued that for knowledge and behaviour to transfer to the work setting the student and worker identities need to be integrated rather than kept separate. Factors identified as influencing the integration and separation of the social identities of student and social care practitioner are discussed.Keywords: Higher education; adult learning; reflection; assessment; students; professional development; symbolic interactionism; social identity; social care practitioner. ContextIreland in the early 21 st century is a country where education is valued, particularly for its contribution to economic growth (Dunne, 2002;Share et al., 2007). Dunne (2002) links the commencement of view that education has the function of "promoting the kinds of knowledge and talent that would create a skilled workforce" (p.69) to the industrialisation policy of the 1960s. Statistics show continuous increases in the educational attainment of the Irish population (e.g. OECD, 2007;O"Connell et al., 2006). Also there is been a steady increase in the number of occupations in Ireland that are becoming qualification driven (Heraty et al. 2000), and social care work is one of them, linked to its drive for professional status.-2 -Possession of a recognised educational credential is considered central to professional status (Humphreys, 2000;Beker, 2001). Back in 1970, the Reformatory and Industrial Schools Systems Report alluded to a process of professionalisation for residential child care through its emphasis on training of staff in the context of professional competence. Three of the thirteen recommendations refer to the necessity of having staff "fully trained in the aspects of Child Care" (p.6). The report also suggests that the "provision of trained staff should take precedence over any other recommendation" (p.14). Despite in-service courses in social care practice being in existence for practitioners in academic institutions in Ireland since 1971 (Richardson, 1996) Kingdom (e.g. Heron and Chakrabarti, 2002a; Milligan et al., 2003), in Ireland status differences between social care practitioners and social workers (Norton, 1999) and the formers" dissatisfaction with how their work is perceived (Williams and Lalor, 2000) are reported, contributing towards a drive for professionalisation of social care in Ireland. Theoretical Framework -Symbolic InteractionismBreakwell (1986) suggests that, while the term identity is used as if it were straightforward it is quite the opposite. In particular the replacement of modernist concepts of identity by late or -3 -post-modern...

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Privileging Fieldwork Over Interviews: Consequences for Identity and Practice

Cited by 28 publications

References 19 publications

Crossing the Line: How Women in the Building Trades Interpret and Respond to Sexual Conduct at Work

Crossing the Line: How Women in the Building Trades Interpret and Respond to Sexual Conduct at Work

Creating transregional collective nostalgia: the organising role of Catholic parishes among Louisiana migrants in Great Migration-era Los Angeles

Student, Practitioner, or Both? Separation and Integration of Identities in Professional Social Care Education

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