Role of personal factors in women's self-reported weight management behaviour.

The aim of this study was to investigate the role of motivation, anxiety and self-efficacy in self-reported behaviour that may be important for weight loss and weight maintenance. One hundred and twenty-nine females aged 18–81 years were recruited from a variety of social, sporting venues and work places within a local community. Participants completed questionnaires assessing their levels of participation and perseverance in weight management activities, their motivation levels, their anxiety levels (State Anxiety Inventory) and their levels of self-efficacy for weight management behaviours. Motivation was found to play a major role in participation in weight management activities. Anxiety and self-efficacy played no significant role. The findings are discussed in relation to previous studies, and directions for future studies are indicated. It is argued that the level of motivation is a key factor that should be taken into account for each individual engaging in women's weight management programmes, and that further research should be undertaken to identify other relevant factors.

How can socio-economic differences in physical activity among women be explained? A qualitative study

This qualitative study investigated why women of low socio-economic status (SES) are less physically active than women of higher-SES. Semi-structured interviews were conducted with 19 high-, 19 mid- and 18 low-SES women. A social-ecological framework, taking into account intrapersonal, social and environmental level influences, was adopted to guide the development of interview questions and interpretation of data. Thematic analysis identified a number of key influences on physical activity that varied by SES. These included negative early life/family physical activity experiences (a consistent theme among those of low-/mid-SES); participation in a wider range of physical activities in leisure time (high-SES); greater priority given to television viewing (low-SES); lack of time due to work commitments (low-SES); lack of time due to family commitments (high-SES); and neighbourhood-level barriers (low-SES). Financial costs were not perceived as a key barrier by women in any SES group. Public health strategies aimed at reducing SES

Active transport to work in Australia: is it all downhill from here?

Physical inactivity is increasing in Australia and active forms of transportation may be one way to increase the working population’s daily physical activity. We used travel-to-work data from employed persons aged 15 years and over participating in the 1996 (n=7,636,319) and 2001(n=8,298,606) Australian censuses to determine prevalence and trends in walking and cycling to work by state and gender, and differences in prevalence by age. In 2001, 3.8% of Australians walked to work and <1% cycled. Over 64% travelled to work by car. There have been small declines in walking (men and women) and cycling (men) over the 5-years from 1996 to 2001. People were more likely to walk or cycle to work if they lived in the Northern Territory, if they were male or if they were aged 15 to 24 years. They were more likely to travel by car if they lived in the Australian Capital Territory, if they were male, or if they were aged 45-54 years. Few people walk or cycle to work in Australia. Efforts to encourage active transportation are urgently needed.

Towards ending the silence: working women as carers of children with chronic illness/disability

This research presents stories from Australian women who work and care for a child with a significant chronic illness or disability. The paper considers the theory of Silencing the Self (Jack, 1991) in relation to the reported experiences and behaviours of these women. We report three themes of Caring and Working: "Otherness", "Doing it All" - but "Wanting to Live a Normal Life". As in Jack's study, these women engaged in silencing of the self. However, we also observed other people contributing to their silence and, unlike the respondents in Jack's study, many of these women fought the silence and did not accept that their unhappy situations should continue. They sought a life where silencing may not have been necessary.

Towards ending the silence: working women caring for children with chronic illness

This paper presents stories from women who work and care for a child with a significant chronic illness or disability. The purpose of this paper is to move towards ending the silence on their lives. A three-phase emergent research design responds to the question: What is life like for a full-time worker who is concurrently the primary carer of a chronically ill child? This paper considers the theory of Silencing the Self (Jack, 1991) in relation to the emergent themes of “Otherness” and “Doing it All.” As in Jack’s study, these women also engaged in silencing of the self. However, unlike the respondents in Jack’s study, these women did not demonstrate feelings of worthlessness and hopelessness for the future, nor were they alone in contributing to their silence. Indeed, many experienced silencing behaviors from others around them, and many rallied against the silence, not accepting that their burden should continue. Consideration of Jack’s theory is made to point out the distinctions between the women in this study and Jack’s study, and analytical commentary is provided to demonstrate the relevance of this analysis in light of the current debates surrounding the Work–Home Conflict and the rising levels of informal care provided by women in our communities.

Wages, career progression, training and work family policies : an integrated approach to explaining gender discrimination

While the Equal Employment Opportunities (EEO) literature suggests that considerable progress has been made towards addressing gender-based discrimination (primarily through legal instruments), direct and indirece forms of discrimination persist and tend to be perpetuated through organisational practices (Tomaskovic-Devey 2001). Women are still receive less remuneration than men and are disadvantaged with respect to fundamental entitlements such as promotion and training and education. Furthermore, as more women enter employment the issue of work and family balance has become an organisational priority. There is a large body of research literature in the disciplines of economics, sociology, industrial relations, human resource management, organisational studies and public administration that examines the sources, nature and extent of gender-based discrimination in labour markets. This paper seeks to integrate this literature by taking a multi-disciplinary approach to the problem of women, EEO and discrimination. It is argued that our understanding of discrimination is greatly enhanced by theories and models that incorporate both economic and organisational explanations. Furthermore, it is argued that discrimination in terms of promotion, pay and training are endogenous. That is, the interrelationship between these variables needs to be taken into account simultaneously to accurately estimate the degree of direct and indirect discrimination that women face. The paper provides a review of the literature on the key themes of pay equity, career progression, education and training and work-family policy, and seeks to provide a synthesis of key themes. Emerging from this literature are a number of testable hypotheses. The paper concludes with suggestions for future research.

Feminism's marginal problem: Women in management

Contemporary feminism has, from its inception, been ambivalent in its responses to the issue of women in management. On the one hand, feminists have recognised as a problem the limited numbers of women in management and the barriers that they encounter. They have promoted the development of programs such as affirmative action with, arguably, greater, or lesser success. At the same time, there has been a reluctance by some feminists to attach too much importance to the issue, given the manifestly more severe forms of discrimination encountered by other groups of women. According to this view, the problems of a privileged elite are a lesser priority, that is, marginal to more pressing feminist concerns.

This paper is based on research into career success predictors. It draws on work on culture and models of change in higher education to show that while interventions such as legislation granting maternity leave are significant initiatives to be strongly supported, the impact of such policies is mediated by the social rules of the organisation. These rules are a corollary of enduring value structures which are embedded in organisational cultures.

Research findings showed that the value systems, and especially the social rules which operate within organisations impact on men and women's career success differently. This research provides valuable insights into the mechanisms operating at several levels (at the organisational level as well as at the level of individual women) which tend to construct women as marginal in management.

Seeking to understand the marginality experienced by women in management has benefits that extend well beyond improving the lot of individual women managers. This is because better conceptualisations of marginality and, concomitantly, power in organisations can provide leverage for more far reaching changes for women generally.

Learning from the margins : young women, social exclusion and education

This collection of ground-breaking international essays address the educational, social, work and biographical experiences of young women who are routinely constructed as ‘at risk’ and on the margins. Drawing on research from an international range of scholars, this book brings together important new perspectives on the gendered dimensions of social exclusion and educational marginalisation.

`Out on the borderlands`: Time, generation and personal agency in women`s lives

What tools can we use in attempting to understand the recurring patterns of some girls’ early school leaving and consequent exclusion from well-paid employment? From which disciplinary fields can we take them? Using Bourdieu’s concept of the ‘scholastic point of view’ - the inherent intellectual bias of a discipline, in his case sociology - as a springboard, we suggest that if one turns to different ‘fields’, approaches might be found which point towards differing perspectives. This article brings Bourdieu into dialogue with the work of feminist historians and their conceptual tools. Carolyn Steedman’s notion of the politics of envy and Sally Alexander’s appropriation from psychoanalysis of the idea of repetition offer generative ways of exploring the ‘unthought categories of thought which delimit the thinkable and predetermine the thought’ (Bourdieu and Wacquant, 1992: 40). In their focus on gender, they have much in common with feminist sociologists’ responses to Bourdieu’s work, suggesting that a gendered ‘perspective’ offers a way of avoiding the ‘singular viewpoint’ inherent in any one discipline.

Real or imagined women? Staff representations of international women postgraduate students

In Australia's globalising universities many support staff and teaching staff now work with international women postgraduate students. But are they aware of the issues facing these women, and is their understanding of them adequate? Indeed, how do they represent them? In this paper we draw on a small-scale pilot study involving key university personnel. We argue that the ways in which such staff represent this group of students is problematic. Focusing primarily on academic issues and on the literature on learning styles, we analyse these staff members' representations of international women postgraduate students from a postcolonial perspective. We explore the extent to which such representations, and the learning styles literature that reflects and informs them, are what Edward Said calls 'Orientalist'. In so doing, we point to both the constitution of the international woman student as postcolonial female subject and show how this situates her in relation to the prevalent learning styles discourse. Further we argue that such representations of the students differ in crucial ways from the students' self-representations, suggesting that in certain subtle ways such staff members are engaging with 'imagined' rather than 'real' women.

Balancing work and lifestyle : an exploratory study of chartered accountants in Australia

In today’s work environment, achieving a work-life balance is not only desirable, for employers it is a necessity to maintain a healthy workforce. Accounting careers are impacted by many factors, including technology and an increasing complexity in the demands for financial services, with resulting changes in where, when and how accountants perform their jobs. In addition, due to the general skills shortage faced by the businesses, the need for work-life balance has become a key determining factor for decisions regarding career choices.

The Institute of Chartered Accountants in Australia (The Institute) has embarked on a long term goal of developing a work environment which helps Chartered Accountants (CAs) to gain work-life balance to complement the demand of the workforce. Three studies have been completed. The first study was conducted in 1995 in which the career expectations and barriers for women Chartered Accountants were examined amongst CAs in Victoria. In 2001, a follow-up survey of both male and female CAs was conducted in Victoria and Tasmania. The present study reports on the latest part of the project – a national survey of all 6,600 CAs regarding their work-life balance and expectations. This paper discusses the trend established by the three studies, and identifies some interesting scenarios of the accounting careers for CAs in Australia.

Women primary principals : leadership between the flags

The purpose of this paper is to outline my research project and share some of the perspectives that have emerged during the process of analysis and reflexivity. This is a case study of twelve female primary school principals in the independent sector in Victoria. Independent schools are generally referred to as the private sector or non-government schools to distinguish them from the government sector. Also the reference to primary principals’ is generally used to refer to a ‘Junior School Head’ position within a K – 12 School. Many schools often combine the role of the Junior Head’s position and / or the Deputy Principal or Assistant Principal’s position.

This paper introduces the work narratives of successful professional women in senior leadership positions in independent schools. The analysis of the narrative process itself and how these women shape and are shaped by their cultural discourses about leadership provides the focus for this study. In particular how the context and discursive strategies they use to tell their stories are instrumental in their construction of professional identity and its relationship to subjectivity. Thus professional work narratives offer insights into subjectivity and identity as the women tell their leadership stories. Initially Clandinin and Connelly’s (1994) ‘narrative inquiry’ approach provided a useful conceptual basis from which to gather the written responses to a questionnaire collected during 2004, interviews (taperecorded and transcribed) and my reflexive journal maintained during and after the interview process.

To stay or to go? 'At risk' young women speak about their influences and experiences in making decisions about post-compulsory schooling

Recent research indicates that young women who leave school early (ie at or before year 10) are the group most 'at risk' of becoming only marginally attached to the labour force or unemployed. Young women from low socio-economic backgrounds are more often those who 'choose' to leave schooling, often for complex reasons, some of which are only marginally connected to their schooling experiences. In order to better understand-and address-the needs of this cohort, it is necessary to examine the multi layered connections between students' lives in and out of school.

This paper reports on the initial stage of a three year ARC-funded study, 'Young women negotiating from the margins of education and work.' In interviews and focus groups, young women identified as 'at risk' of leaving school early speak about the factors that have influenced their decisions. We examine the data with specific reference to the question: what type of social capital do these young women deploy in making their choices? Recent research (Croninger & Lee, 2001) suggest that teachers' support and guidance are a form of social capital that can make a difference, particularly in regards to students from lower socio-economic backgrounds. We discuss the young women's and teachers' interview data in light of recent debates about social capital and education.

Using organizational justice to predict in-role and extra-role performance works in different ways for men relative to women

Distributive, procedural, interpersonal and informational justices were included in this study of gender differences in in-role and extra-role behavior. Distributive justice predicted performance, organizational commitment and OCB for men but only performance and job satisfaction for women. Procedural justice predicted job satisfaction for men and did not predict any outcomes for women. Informational justice predicted job satisfaction for both male and female respondents. Informational justice predicted female but not male organizational commitment and in-role performance. Interpersonal justice predicted male but not female organizational citizenship behavior. The study demonstrates important distinctions between the four organizational justice types and how men and women respond differently to those distinctions. The differences in the drivers of in-role performance between men and women may also have practical implications for managers. For example, distributive justice was a direct in-role performance driver for both genders, but informational justice provides an incremental direct effect for women.

Mothers and sons : using memory-work to explore the subjectivities and practices of profeminist men

In this chapter I will outline the application of memory-work to understanding the subjectivities and practices of profeminist men. Profeminism for men involves a sense of responsibility to our own and other men's sexism, and a commitment to work with women to end men's violence (Douglas, 1993). It acknowledges that men benefit from the oppression of women, drawing men's attention to the privileges we receive as men and the harmful effects these privileges have on women (Thome-Finch, 1992). The research was undertaken as my PhD thesis and it began with questions that have been a personal challenge in my search· to understand my place as a white, heterosexual man who is committed to a profeminist position 1. What does it mean to be a profeminist man? What is the experience of endeavoring to live out a profeminist commitment? What do these experiences tell us about reforming men's subjectivities and practices towards gender equality? I believe that men's subjectivity is crucial to the maintenance and reproduction of gender domination and hence to its change. The purpose of the research was thus to theorize men's subjectivities and practices to inform a profeminist men's practice and to enact strategies that will, in themselves, promote the process of change. So the research was driven by practical concerns as well as by the imperatives of intellectual inquiry.