Intersectional Ecologies: Key Contextual Influences in the Identity Development Journeys of Queer and Trans College Students of Color

correlation of human capital sustainability leadership style and resilience of the managers in airline operations group of an AIRLINE Company

Leadership emergence is fraught with pervasive gender stereotypes, and women remain underrepresented in senior leadership roles, particularly in healthcare organisations. We apply ecological systems theory to explain how environmental factors enable or inhibit women’s leadership emergence in healthcare settings. We interviewed 17 senior female leaders in the Australian healthcare sector to explore how gender-related perceptions affected their leadership journeys. Five themes emerged that challenge existing narratives: men supported women’s advancement; women impeded other women’s progress; vulnerability was a leadership strength; ambitious women were ostracised; and women were ‘given’ leadership opportunities rather than actively pursuing them. By situating these findings within the ecological systems theory framework, we highlight the interplay of individual and contextual influences across ecosystem levels. Our study offers a novel perspective on gender stereotypes in leadership emergence, advancing ecological systems theory by extending it into a new field. We provide recommendations at individual, organisational, community, and societal levels to empower women leaders.

PurposeUnderpinned by social cognitive and ecological systems theories, this research explored higher education students' entrepreneurial intentions (EI). It begins by exploring how various factors, including entrepreneurship education (EE), entrepreneurial motivation (EM) and entrepreneurial environment (EENV), contribute to the evolution of EI of students. Second, it examines the role of EM as an underlying mechanism between EE-EI and EENV-EI. Finally, this research explores how EENV moderates the EM and EI relationship.Design/methodology/approachThe data were gathered from 366 college students pursuing higher education around India using a convenience sample technique. Partial least square structural equation modeling (PLS-SEM) was applied to SmartPLSv.3.3.9 software to analyze the data.FindingsA direct relationship was found between EE, EENV and EM with EI. Moreover, this research found a partial mediation of EM between EENV-EI and EE-EI paths. Also, the results show that EENV strengthens the link between EM and EI links.Practical implicationsThis study offers valuable insights that can guide government agencies and higher education institutions (HEIs) in reshaping the landscape of entrepreneurial education at the university level. This transformation encompasses the integration of work-based learning experiences as a conduit for equipping students with tangible skills and exposing them to the realities of entrepreneurship in the real world.Originality/valueThis research considerably contributes to the current literature on entrepreneurship at HEIs by merging social cognitive and ecological systems theories. This research is a pioneering input to examine the underlying mechanism of entrepreneurial motivation between EENV, EE and EI.

This article was migrated. The article was marked as recommended. Healthcare education is complex and multifaceted, requiring study from different angles and with different lenses. We propose that the use of a meta-framework can help those teaching and researching postgraduate health professions education make holistic sense of their practice and findings from different projects. We discuss how we have employed Bronfenbrenner's ecological systems theory (EST) as an overarching theoretical framework for the scholarship of learning and teaching in the context of postgraduate health professions education. Taking a structured approach to pedagogical thinking and research through the use of a meta-framework opens up useful ways of framing findings and further questions, locating research projects within a bigger picture, and communicating to others the focus of a research programme. We address the problem of the under-theorizing of educational research in postgraduate health professions education, advocating both theoretical frameworks for individual research projects, and an overarching theoretical "meta-framework" to interrogate and draw together multiple studies. In doing so we build on, critique and further develop Bronfenbrenner's ecological systems theory.

The paper deals with the interaction of the philosophy of education and education as institutional systems. Hypothetically there are “gravitational”, “weak”, “electromagnetic” and “strong” interactions between the philosophy of education and educational practice. An overview of the interactions between education and the philosophy of education as the production/development of breakthrough methods of designing and creating new educational institutions and systems, new senses, knowledge and technologies is proposed to conduct similarly to 9 types of most important interactions between different populations. It is established that the protocooperation as a form of cohabitation, in which the philosophy of education and education derive some benefits from association, but their coexistence is not obligatory for their survival is dominated in interaction between the philosophy of education and education. The prospect of interaction between the philosophy of education and educational practice based on the model of mutaulism, that is, a connection favorable to the growth and survival of the philosophy of education and education, and none of these institutional systems can exist without the other, is outlined. The relation between philosophy of education and educational practice assumes various interpretations, in particular, it is necessary to distinguish “gravitational”, “weak”, “electromagnetic” and “strong” connections. If consider relation between education and philosophy of education (a production/development of breakthrough design methods and creation of new educational institutes and systems, new senses, knowledge and technologies) by analogy with an ecological theory that set 9 types of the most essential relation between different populations, then such relation between philosophy of education and education is possible to describe as protocooperation, which means that philosophy of education and education get advantages from association, but their coexistence as an institutional system is not obligatory for their institutional functioning. It harms both the philosophy of education and the development of education in general. Hence, the perspective of cooperation between philosophy of education and educational practice is seen as an example of mutualism, that is a beneficial connection to the increase and survival of the philosophy of education and education, while none of these institutional systems can exist without one another.

Deliberations on the topic of alternatives to standardized assessments spurred the 2014 Virginia General Assembly legislation (House Bill 930/Senate Bill 306) that removed five, end-of-year Virginia Standards of Learning tests from select elementary and middle school subjects and supplant them with alternative measures (Virginia Department of Education, 2014). In light of the reform, the purpose of this study was to develop a descriptive account of one large Virginia school district’s implementation of alternative, locally developed assessments designed as an intervention to enhance teaching and learning. Emphasis was on the impact of policy change in social studies practice to capture teachers’ perceptions of alternative assessment in relation to teaching and learning. Specifically, this study examined, “How does reform focused on alternative assessment influence: (a) teachers’ perceptions, and (b) educational practice?” A theoretical framework, adapted from Bronfenbrenner's ecological systems theory (1979), offered a conceptual stance through which to view the formed relationships between educational systems (i.e., state, district, and classroom) acting upon student learning. Using phenomenological analysis within case study, this study followed sixth/seventh grade social studies teachers and district leaders through their enactment of performance-based tasks as formative means of assessment. Through extensive individual and focus group interviews, classroom observations, and document/artifact analysis, the ways in which alternative assessment reform influenced teachers’ perceptions and educational practice were uncovered. Main findings from the study revealed (1) participants’ lived experiences in making the transition from an old to a new assessment accountability system; (2) the establishment of “common ground” between district leaders and teachers through supportive interventions (i.e., professional development); and (3) the development of teachers’ responsive teaching that linked assessment accountability to practice. Discussion focuses on bridging the gap between assessment policy reform and educational practice with regard to the scaffolds and interventions provided for teachers. Suggestions for social studies educators, district leaders, and state policymakers focus on the growing demand for pedagogy that best supports the practice of alternative assessment.

Presentation Date: 6/9/2024 Presentation Start Time: 2:15:00 PM Background This conceptual paper aims to examine the theoretical frameworks of Ecological Theory, System Theory, and Empowerment Theory in the context of individuals affected by sickle cell disease, commonly referred to as “Sickle Cell Warriors.” The aim is to gain a deeper understanding of how these theories can enhance and reinforce the provision of support and empowerment for individuals affected by sickle cell disease, by conducting a thorough analysis of these theoretical frameworks. When evaluating the proposed theoretical framework, it is important to take a comprehensive approach that considers all aspects of transition and its therapeutic effects. The primary focus of this conceptual paper will be to highlight the importance of integrating ecological theory, system theory, and empowerment theory into the roles and duties of social workers in positions of leadership and administration. The intent of this integration is to aid individuals with sickle cell disease throughout their healthcare and daily life transitions. The proposed context requires a social worker to provide a comprehensive understanding of inclusion, which includes various topics such as psychosocial factors, family dynamics during transitional periods, case management, and leadership interventions. Keywords Sickle Cell Warriors, Transitioning, Ecological Theory, System Theory, Empowerment Theory, Psychosocial, Case Management, and Leadership Interventions Methods Theoretical Integration: Integrate Ecological Theory, System Theory, and Empowerment Theory to create a conceptual framework addressing transition barriers. Collaborative Multidisciplinary Approach Foster collaboration among patients, families, educators, social workers, hematologists, pulmonologists, and cardiologists. Ecological Aspect Inclusion Utilize the integrated theories to enhance understanding and awareness during the transition from pediatric to adult care. Psychoeducation Consistently reinforce psychoeducation for both patients and families to facilitate transition and improve treatment comprehension. Comprehensive Support Employ System Theory to advocate for comprehensive services and address gaps in healthcare and personal support. Patient-Centered Care Prioritize patient needs throughout the transition process, ensuring their needs are met effectively. Advocacy Empower social workers to advocate for systemic improvements in healthcare delivery and support services to better serve patients and families navigating new systems. Results Social workers are crucial in offering patients and families a practical transition perspective. Timely notification will enable social workers and physicians to promptly address patient anxieties and redirect negative emotions associated with the procedure. Patients frequently experience significant anxiety when meeting a new physician. Physicians can create a transition program by using the resources available at their institution. To implement this integrated framework, a transition clinic must be established where adult and pediatric social workers, physicians, and care coordination teams work together to provide patient care. Conclusions The transition from pediatric to adult care poses a nationwide challenge for all chronic diseases. Patients with sickle cell anemia face additional challenges during transition, resulting in heightened reliance on acute medical care facilities and an elevated mortality rate due to disease complications. Although a theoretical framework consisting of ecological, systemic, and empowerment theories has suggested that enhancing health education during the transition of care could decrease morbidity associated with this disease, the existing literature on barriers to the transition of care from the perspective of stakeholders is limited and does not specifically focus on sickle cell anemia. This researcher puts forth three suggestions for future research in transition education: 1. The absence of adult healthcare professionals with specialized knowledge and a willingness to provide care for young adults with sickle cell anemia poses a systematic obstacle to establishing trust between doctors and patients. Transition research should include the development of strategies aimed at encouraging more doctors to specialize in hematology, with the goal of enhancing provider expertise and fostering a greater commitment to caring for patients in this field. 2. Following the identification and implementation of transition trainings for individuals, patients, and families, utilizing social workers, support groups, and community-based organizations, it is crucial to conduct an evaluation of health outcomes linked to different transition programs. This evaluation aims to ascertain the potential impact of these programs on patients' morbidity, mortality, costs, and quality of life. 3. There is a requirement for comprehensive centers dedicated to sickle cell disease that offer education from infancy to adulthood regarding diagnosis and assistance in navigating the condition with the aid of social workers and care coordinators throughout the entirety of one’s lifespan. Transition of Sickle Cell Disease Patients: An Expansive Conceptualization Framework Social Workers Conceptualize Framework

PurposeThis paper aims to present a discursive and evaluative analysis of Energy + Illawarra, an Australian Government Low Income Energy Efficiency Program (LIEEP) funded interdisciplinary social marketing energy efficiency programme. Energy + Illawarra was a community programme working with low-income older people in Australia and involving social marketers, human geographers and engineers. The paper aims to identify how ecological systems theory can inform social marketing, and what practicalities there may be in doing so. The paper also aims to assess whether a social marketing programme that draws on ecological systems theory can have a positive impact on people’s thermal comfort.Design/methodology/approachFirst, the paper uses critical discursive analysis to examine the use of various elements of a social marketing energy efficiency programme in relation to the different levels of ecological systems theory. Second, a longitudinal cohort survey study design is used to evaluate the programme’s influence on people’s perceptions of thermal comfort and satisfaction with thermal comfort in their homes.FindingsThe study found that ecological systems theory could be an effective framework for social marketing programmes. The evaluation study found that the intervention had a positive impact on participant’s perceptions of thermal comfort, satisfaction with thermal comfort and attitudes towards energy efficiency. However, the paper identifies some potential tensions in using ecological systems theory and suggests that issues of power, representation, agenda setting, the need for reflexive practice and consideration of unintended consequences are important considerations in social marketing programmes.Originality/valueThe work presented here suggests that multi-level social marketing programmes that draw on ecological systems theory can make a useful contribution to social change as demonstrated by the evaluation survey finding positive impacts on thermal comfort and attitudes of participants. However, issues of power, representation, agenda setting, the need for reflexive practice and consideration of unintended consequences should be considered in social marketing programmes.

Food insecurity is an increasingly pressing issue in South Africa, affecting higher education institutions. The country’s prevalent poverty and unemployment rates, exacerbated by the economic impact of the COVID-19 pandemic, have led to reduced funding for higher education institutions. As a result, students’ well-being is compromised, with many experiencing hunger and difficulties in their academic progress. While existing literature addresses food insecurity in South African higher education institutions, a comprehensive understanding from a systems theoretical perspective is lacking. This study applies Bronfenbrenner’s ecological systems theory, a multi-level analysis framework, to examine the complexities of food insecurity in South African higher education institutions. The analysis explores the microsystem, mesosystem, exosystem, macrosystem, and chronosystem dimensions of food insecurity as a multidimensional challenge requiring holistic response strategies. Drawing on scholarly literature, news articles, and reports from governmental and non-governmental organisations, this qualitative research sheds light on the multifaceted nature of food insecurity challenges in higher education institutions, with a specific focus on student development. Insights from Bronfenbrenner’s ecological systems theory enhance the understanding of the barriers to student well-being and academic success and underscore the need for targeted interventions. The findings contribute to the literature on food insecurity as a complex problem and guide policy decisions, interventions, and initiatives.

In his later writings, Bronfenbrenner revised his ecological theory, resulting in the bioecological model that gave prominence to proximal processes and the relationship between the context and individual characteristics. Drawing on the bioecological model, we hypothesized that (a) contextual influences will be mediated by proximal processes, (b) proximal processes will have a more powerful impact on children’s development than contextual factors, and (c) the effect of contextual and proximal processes will vary as a function of child characteristic and developmental outcome. Data used were from a sample of 28,064 six- to eleven-year-olds in the 2007 National Survey of Children’s Health. A multigroup structural equation model that employed a process-person-context research design was used to analyze the data. In general, support was found for the meditational hypothesis and the hypothesis that the impact of contextual factors and proximal processes varies as a function of person and the developmental outcome. Partial support was found for the hypothesis that proximal processes exert a more powerful effect on development than contextual factors.

With the introduction and implementation of core literacy, scientific thinking (ST) has become an essential goal and key dimension of science teaching. At present, there is no agreement on how to cultivate students’ ST. This study took 238 sixth grade students from a public primary school in urban China as research sample, built a theoretical model of scientific thinking development based on the theory of the Bronfenbrenner’ ecological systems theory, and used multiple data to explore and analyze the impact path of ST development of primary school students using the fuzzy sets of qualitative comparative analysis method (fsQCA). The development of urban primary school students’ ST is the result of multiple factors at the level of individual drive, family environment, school teaching, and social resources. The result of data analysis showed that the influence path of ST development of urban primary school students driven by multiple factors includes three paths: parent participation leading, scientific practice leading, and home-school-community integration. We have interpreted the influence mechanism of each path in detail and put forward the enlightenment for science education policy and practice.

Purpose The purpose of this study is to investigate the role of knowledge management practices (KMP) in enhancing educational infrastructure (EI), human resource development (HRD) and institutional performance (IP) in higher education institutions. Additionally, it aims to examine how institutional support (IS) and technological readiness (TR) moderate these relationships. By addressing these objectives, the study seeks to provide actionable insights for policymakers and institutional leaders to optimize knowledge management strategies, strengthen educational systems and improve human resource capabilities within the context of higher education. Design/methodology/approach This study employs a quantitative research design to examine the impact of KMP on EI, HRD and IP in higher education institutions. Data were collected from 200 participants, including lecturers, administrative staff and academic leaders, using structured questionnaires. Structural equation modeling (SEM) was applied to analyze the relationships between variables, with IS and TR as moderating factors. The design ensures the reliability and validity of measures, while robust statistical techniques provide insights into the interplay between KMP, IS, TR, EI, HRD and IP. Findings The findings reveal that KMP significantly enhances EI, HRD and IP in higher education institutions. IS and TR were found to positively moderate these relationships. Specifically, IS strengthens the impact of KMP on EI, HRD and IP, while TR further enhances these connections, emphasizing the importance of supportive environments and technological readiness. These results underscore the critical role of KMP, IS and TR in driving institutional success and advancing educational infrastructure and workforce development. Research limitations/implications This study has several limitations. First, the sample was limited to higher education institutions in Indonesia, which may limit the generalizability of the findings to other regions or educational systems. Second, the research relied on self-reported data from lecturers, administrative staff, and academic leaders, which could introduce bias. Third, the study did not explore the long-term effects of KMP on educational outcomes, as it focused on immediate impacts. Lastly, the study did not account for potential cultural or contextual differences that may influence the relationship between KMP, institutional support, and technological readiness. Practical implications The findings of this study have several practical implications for higher education institutions. By emphasizing the importance of KMP, IS and TR, the study provides insights for administrators and policymakers aiming to enhance EI and HRD. Institutions should focus on fostering a supportive environment and ensuring technological readiness to maximize the effectiveness of KMP. Additionally, the study highlights the need for strategic planning and investment in staff training, which are essential for improving institutional performance and achieving sustainable growth in higher education. Social implications The social implications of this study highlight the role of KMP in fostering a collaborative and knowledge-sharing culture within higher education. By strengthening educational infrastructure and human resource development, KMP can contribute to improving the quality of education and teaching practices. This, in turn, benefits students, faculty and the broader community by enhancing educational outcomes and promoting equitable access to quality learning experiences. Furthermore, the findings emphasize the importance of institutional support and technological readiness in creating an inclusive, future-ready educational environment that addresses societal needs and advances social equity. Originality/value This study offers a unique contribution by exploring the moderating roles of institutional support and technological readiness in the relationship between KMP, EI and HRD in higher education. While previous research has focused on the direct effects of KMP, this study extends knowledge by examining how these external factors influence the outcomes of KMP. The findings provide valuable insights for policymakers and educational leaders in Indonesia and beyond, helping to optimize the implementation of KMP to strengthen higher education institutions and improve their organizational performance and educational outcomes.

Guided by Bronfenbrenner's ecological systems theory, particularly the process-person-context-time (PPCT) model, this study examined whether teacher-student relationships (TSR), conceptualized as a classroom-context factor, were associated with English-as-a-foreign-language (EFL) achievement through EFL-learning grit as a person-level motivational resource and behavioral engagement as a proximal learning process. Evidence for this integrated mechanism remains limited in Chinese secondary EFL settings. Participants were 718 Grade 7-8 EFL learners in Chinese secondary schools. Using domain-specific measures and standardized municipal English test scores, we tested a serial mediation model with confirmatory factor analysis (CFA) and structural equation modeling (SEM) while controlling for age, gender, and socio-economic status (SES). TSR was positively associated with EFL-learning grit and behavioral engagement. EFL-learning grit was positively associated with behavioral engagement, and behavioral engagement was positively associated with EFL achievement. Indirect effects supported mediation via behavioral engagement and through the serial pathway (TSR→ grit→ behavioral engagement→ EFL achievement), whereas the grit-only indirect pathway was not significant. This study contributes to EFL and educational psychology research by integrating contextual, personal, and process factors within a PPCT-informed model, by using domain-specific constructs and an objective achievement indicator, and by showing that TSR is associated with achievement primarily through engagement-related processes rather than through a direct pathway. The findings extend evidence from Chinese secondary EFL classrooms and suggest that relationship-centered teaching practices that strengthen perseverance and sustained participation may support achievement, although causal inferences remain limited.

The Coronavirus pandemic 2019 (COVID-19) is hastily spreading, bringing pressure and challenges to international students and educators in a higher education institution who were locked down on campus during the COVID-19 outbreak. We sought to explore psychological experiences of international higher education students and educators during the COVID-19 pandemic in Eswatini. A qualitative phenomenological approach was adopted. Participants were 20 conveniently selected international higher education students and educators who were locked down on Campus from March 20 to September 25, 2020. The interviews were conducted face to face. Data were thematically analysed. The study was informed by the ecological systems theory. The psychological experiences of international higher education students and educators during COVID-19 pandemic were categorized in to four themes. Frist negative emotions present in early stages involving discomfort, anxiety and helplessness caused by isolation, fear and concern for safety. Second self-coping strategies included psychological and life adjustments, social distancing, acceptance of wearing of masks, hand sanitizing and online/blended learning. Third we reported growth under the crisis which included affection for family members, peers and self-reflection. Finally, we reported that positive emotions occurred concurrently with negative emotions. During the COVID-19 crisis positive and negative emotions of international higher education students and educators intertwined and co-occurred. Self-coping strategies and psychological growth played a crucial role in maintaining mental health of the students and educators. The international students and educators in a higher education institution appeared to be thriving in coping with the COVID19 crisis and lockdown situation which enhanced their participation in online/blended learning.

Learning arithmetic strategies: The roles of individual and contextual factors.