Leadership In Librarianship

published or submitted for publicatio

Promoting the Well-Being of Immigrant Youth

The well-being of immigrant youth — of the first or second generation — is intimately tied up with their socio-economic status and success; in turn, their success and how immigrant youth relate to the society around them are important elements of social cohesion and well-being for those societies. Institutional settings, in relation to immigrants and to Welfare State structures more broadly, as well as the policies adopted within those settings, vary greatly from one developed country to the next. This opens up the potential for studying key outcomes for immigrant youth in a comparative perspective, and learning about which settings and policies appear to be more versus less effective in promoting their well-being and capitalizing on their potential. This paper sets out a framework for such an analytical exercise, drawing on recent research and monitoring efforts in the related areas of multidimensional well-being, social inclusion/exclusion, and child well-being. It then seeks to place some key findings from the disparate social science research literature on immigration and youth (principally drawing on economics and sociology) within that framework. This serves to bring out both the potential and the difficulties associated with this approach to teasing out “what works” for immigrant youth. In conclusion, the paper points to the major gaps in knowledge and what is required to make progress in learning from disparate country experiences about how best to promote the well-being on immigrant youth.

Go Back to the Beginning: Career Development and the Challenges of Transitioning From the Military to Civilian Employment

This chapter examines the transition challenges facing military personnel to moving to civilian employment, a major issue for nations like the USA that have large armed forces. For such personnel, they seek to establish a career after a period of service and often without the credentials required for existing or future job vacancies. This chapter discusses the challenges of career transition from military to civilian employment, largely in the context of the US-based literature. The chapter proceeds to outline the range of obstacles to transition and then considers remedial measures to support transition ranging from pre transition to post transition support programs

The holistic phase model of early adult crisis

The objective of the current study was to explore the structural, temporal and experiential manifestations of crisis episodes in early adulthood, using a holistic-systemic theoretical framework. Based on an analysis of 50 interviews with individuals about a crisis episode between the ages of 25 and 35, a holistic model was developed. The model comprises four phases: (1) Locked-in, (2) Separation/Time-out, (3) Exploration and (4) Rebuilding, which in turn have characteristic features at four levels—person-in-environment, identity, motivation and affect-cognition. A crisis starts out with a commitment at work or home that has been made but is no longer desired, and this is followed by an emotionally volatile period of change as that commitment is terminated. The positive trajectory of crisis involves movement through an exploratory period towards active rebuilding of a new commitment, but ‘fast-forward’ and ‘relapse’ loops can interrupt Phases 3 and 4 and make a positive resolution of the episode less likely. The model shows conceptual links with life stage theories of emerging adulthood and early adulthood, and it extends current understandings of the transitional developmental challenges that young adults encounter

Unmet goals of tracking: within-track heterogeneity of students' expectations for

Educational systems are often characterized by some form(s) of ability grouping, like tracking. Although substantial variation in the implementation of these practices exists, it is always the aim to improve teaching efficiency by creating homogeneous groups of students in terms of capabilities and performances as well as expected pathways. If students’ expected pathways (university, graduate school, or working) are in line with the goals of tracking, one might presume that these expectations are rather homogeneous within tracks and heterogeneous between tracks. In Flanders (the northern region of Belgium), the educational system consists of four tracks. Many students start out in the most prestigious, academic track. If they fail to gain the necessary credentials, they move to the less esteemed technical and vocational tracks. Therefore, the educational system has been called a 'cascade system'. We presume that this cascade system creates homogeneous expectations in the academic track, though heterogeneous expectations in the technical and vocational tracks. We use data from the International Study of City Youth (ISCY), gathered during the 2013-2014 school year from 2354 pupils of the tenth grade across 30 secondary schools in the city of Ghent, Flanders. Preliminary results suggest that the technical and vocational tracks show more heterogeneity in student’s expectations than the academic track. If tracking does not fulfill the desired goals in some tracks, tracking practices should be questioned as tracking occurs along social and ethnic lines, causing social inequality