Pay and Job Rank Among Academic Economists in the UK : Is Gender Relevant?

This article presents and explores a rich new data source to analyse the determinants of pay and job rank amongst academic Economists in the UK. Characteristics associated with individual productivity and workplace features are found to be important determinants of the relative wage and promotion structure in this sector. However, there is also a substantial unexplained gender pay gap. Men are considerably more likely to work in higher paid job ranks where there are also substantial within-rank gender pay gaps. We show that the nature of the gender pay gap has changed over the last two decades; but its size has not, suggesting a role for suitable policy intervention

Gender pay gap, voluntary interventions and recession: the case of the British financial services sector

State institutions and trade unions put pressure on the British financial services sector to reform its gendered practices and reduce its gender pay gap following both the recession and the Equality and Human Rights Commission (EHRC) Inquiry (2009). This article considers the effect of these pressures by comparing the gender pay gap pre‐, during‐ and post‐recession periods. Using Labour Force Survey data, the article finds a marginal pay gap reduction in the post‐recession period, a reduction that was greater in financial services than in the rest of the economy. However, the financial services pay gap remained resilient and substantially higher at the top of the earnings distribution. Union membership and collective bargaining were shown to reduce the pay gap including for women members with children. In contrast, countervailing factors, including ethnicity and post‐recession longer working hours, contributed to the pay gap. The study reveals the limitations of voluntary interventions against a resilient gendered culture

Implications for gender and education research arising out of changing ideas about gender

Ideas about gender are changing. The UK and other countries are moving towards altering laws about gender recognition. Intersex people can be recognised as such in some countries. In the global North, nonbinary identities are becoming more common, and this is reflected in changes to recording systems. Referrals to child gender identity clinics are rising, and increasingly we have children in our schools who are socially transitioning, delaying puberty with hormone blockers, or starting hormonal gender transition. In this paper I consider how gender and education researchers should respond to these changes. I focus in particular on: the relationship between bodies and identity; artificially delayed puberty and how this affects ideas about childhood innocence; and the greater prevalence of nonbinary identifications. I argue that gender and education researchers will need to make significant changes to our underpinning theoretical frameworks and research practices in order to take these changes into account

Combatting disability discrimination: a comparison of France and Great Britain

This article examines disabled people’s employment in Great Britain and France. Although both countries have poor rates of employment for disabled people compared to non-disabled people, Great Britain’s disabled people’s employment rate is lower than France’s. Possible explanations include weak enforcement mechanisms in Great Britain, British judicial resistance, the lack of an institutional role for British trade unions resulting in an implementation gap and the proactive form of French law, a quota-levy scheme, which has no British parallel. The conclusions suggest which of these explanations are the most plausible and propose that Great Britain considers adopting some French provisions, thus tempering Britain’s voluntarist approach

Analysis of question text properties for equality monitoring.

INTRODUCTION: Ongoing monitoring of cohort demographic variation is an essential part of quality assurance in medical education assessments, yet the methods employed to explore possible underlying causes of demographic variation in performance are limited. Focussing on properties of the vignette text in single-best-answer multiple-choice questions (MCQs), we explore here the viability of conducting analyses of text properties and their relationship to candidate performance. We suggest that such analyses could become routine parts of assessment evaluation and provide an additional, equality-based measure of an assessment's quality and fairness. METHODS: We describe how a corpus of vignettes can be compiled, followed by examples of using Microsoft Word's native readability statistics calculator and the koRpus text analysis package for the R statistical analysis environment for estimating the following properties of the question text: Flesch Reading Ease (FRE), Flesch-Kincaid Grade Level (Grade), word count, sentence count, and average words per sentence (WpS). We then provide examples of how these properties can be combined with equality and diversity variables, and the process automated to provide ongoing monitoring. CONCLUSIONS: Given the monitoring of demographic differences in assessment for assurance of equality, the ability to easily include textual analysis of question vignettes provides a useful tool for exploring possible causes of demographic variations in performance where they occur. It also provides another means of evaluating assessment quality and fairness with respect to demographic characteristics. Microsoft Word provides data comparable to the specialized koRpus package, suggesting routine use of word processing software for writing items and assessing their properties is viable with minimal burden, but that automation for ongoing monitoring also provides an additional means of standardizing MCQ assessment items, and eliminating or controlling textual variables as a possible contributor to differential attainment between subgroups

Calibrating fundamental British values: how head teachers are approaching appraisal in the light of the Teachers’ Standards 2012, Prevent and the Counter-Terrorism and Security Act, 2015

In requiring that teachers should ‘not undermine fundamental British values (FBV)’, a phrase originally articulated in the Home Office counter-terrorism document, Prevent, the Teachers’ Standards has brought into focus the nature of teacher professionalism. Teachers in England are now required to promote FBV within and outside school, and, since the publication of the Counter Terrorism and Security Act of 2015 and the White Paper ‘Educational Excellence Everywhere’, are required to prevent pupils from being drawn towards radicalisation. School practices in relation to the promotion of British values are now subject to OfSTED inspection under the Common Inspection Framework of 2015. The research presented here considers the policy and purpose of appraisal in such new times, and engages with 48 school leaders from across the education sector to reveal issues in emerging appraisal practices. Zygmunt Bauman’s concept of Liquid Modernity is used to fully understand the issues and dilemmas that are emerging in new times and argue that fear and ‘impermanence’ are key characteristics of the way school leaders engage with FBV

Expectant parents' views of factors influencing infant feeding decisions in the antenatal period: A systematic review

Objective: To explore the factors that influence expectant parents’ infant feeding decisions in the antenatal period. Design: Mixed method systematic review focussing on participant views data. Data sources: CINAHL, Medline, Embase and PsychInfo databases were interrogated using initial keywords and then refined terms to elicit relevant studies. Reference lists were checked and hand-searching was undertaken for 2 journals (‘Midwifery’ and ‘Social Science and Medicine’) covering a 3 year time period (January 2011–March 2014). Key inclusion criteria: studies reflecting expectant parents’ views of the factors influencing their infant feeding decisions in the antenatal period; Studies in the English language published after 1990, from developed countries and of qualitative, quantitative or mixed method design. Review methods: A narrative interpretive synthesis of the views data from studies of qualitative, quantitative and mixed method design. Data were extracted on study characteristics and parents’ views, using the Social Ecological Model to support data extraction and thematic synthesis. Synthesis was influenced by the Evidence for Policy and Practice Information and Co-Ordinating Centre approach to mixed method reviews. Results: Of the 409 studies identified through search methods, 17 studies met the inclusion criteria for the review. Thematic synthesis identified 9 themes: Bonding/Attachment; Body Image; Self Esteem/Confidence; Female Role Models; Family and Support Network; Lifestyle; Formal Information Sources; Knowledge; and Feeding in front of others/Public. The review identified a significant bias in the data towards negative factors relating to the breastfeeding decision, suggesting that infant feeding was not a choice between two feeding options, but rather a process of weighing reasons for and against breastfeeding. Findings reflected the perception of the maternal role as intrinsic to the expectant mothers’ infant feeding decisions. Cultural perceptions permeated personal, familial and social influences on the decision-making process. Expectant mothers were sensitive to the way professionals attempted to support and inform them about infant feeding choices. Conclusions: By taking a Social Ecological perspective, we were able to explore and demonstrate the multiple influences impacting on expectant parents in the decision-making process. A better understanding of expectant parents’ views and experiences in making infant feeding decisions in the prenatal and antenatal periods will inform public health policy and the coordination of service provision to support infant feeding activities

The mental health needs and concerns of older people who identify as LGBTQ+: A narrative review of the international evidence

Aims To synthesize the best available evidence on the experiences and perceptions of older people who identify as LGBTQ + regarding their mental health needs and concerns. Design A narrative review and critical appraisal of qualitative, quantitative, and mixed methods studies. Data sources A systematic search was undertaken across all of the databases including PsycINFO, MEDLINE, CINAHL, and Sociological Abstracts. International studies published in academic journals in the English language, from January 1995 - January 2019 were appraised. Studies had to involve older people identifying as LGBTQ + and who had experiences mental health issues. Review methods Fourteen papers were selected for inclusion in the systematic review. A narrative analysis of the papers was used by synthesizing the key findings and organizing them into themes and concepts. Results Following analysis of the data, the identified themes were: (a) LGBTQ + identity issues (b) risk and vulnerability factors, (c) coping strategies and resilience, (d) interventions and supports. Conclusion This review highlights key mental health-related issues that need to be taken into account in the creation and provision of appropriate, responsive and inclusive supports and services. Impact What were the main findings? Some older people who identify as LGBTQ + have experienced stigma, discrimination, and minority stress. However, many have developed coping strategies and resilience while others have developed mental health issues. It is necessary to have in place appropriate interventions and supports to effectively meet the needs of this population. Where and on whom will the research have impact? The review has significant implications for health and nursing policy and inform developments in nursing practice and nurse education