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Dr. Anna Julia Cooper was born into slavery at a time, when the 1831 Act prohibited the teaching of literacy to enslaved people in North Carolina in order to prevent rebellion and emancipation. Despite this, she was the fourth (known) Black female Ph.D. and the first African American woman to receive a doctorade from the Sorbonne University. She is still considered a mother of Black feminism and a formidable writer, activist, and educator.
At present it is implicitly or explicitly recognized that various paradoxes surface in the application of spirituality in the management field. In this article, instead of acknowledging this and moving on to provide clarity, I articulate and stay with the paradoxes inherent in the area of study. Management education that engages with contradictions, shadow sides, and tensions is important as it assists students to understand the complex nature of spirituality itself, and the ambiguous work environment in which it is enacted. It is also consistent with the early developmental stage of this new field of scholarship. This article addresses the paradoxes of appropriate ends and means, of authenticity, of unity, and of definition. Three interrelated means of engaging with paradox are suggested as pedagogical tools to enhance self-awareness as well as theoretical understanding in relation to management and spirituality.
A male–female earnings gap has persisted through the last half century. Attempts to explain the disparity by attributing it to gender differences in work patterns reveal the unexamined assumption that male work patterns should form the basis of comparison. The gap affects full‐ and part‐time workers and appears within racial/ethnic groups, educational levels, and occupations, and across countries. Forecasting analyses show no convincing evidence that the gap is narrowing. Although the causes of the gender pay gap are complex, data on women's lower pay within educational levels and occupations and data on women's dramatically lower recognition in domains where their talents and achievements are equal to men's (e.g., literary awards) implicate the undervaluing of work associated with women. Approaches to narrowing the gap are discussed. As psychologists, we should address this problem because our expertise bears directly on the issues and because our discipline is increasingly populated by women.
Argues that a female "cultural preparedness for powerlessness" is revealed through an examination of the prevailing research on social interactions. From their first interactions with their parents, teachers, & peers, girls are imbued with the idea that they are powerless, particularly in their abilities to master tasks, & influence other people. Parents tend to credit their son's scholastic success to talent, & their daughter's success to effort. The literature also reveals that elementary school teachers tender more attention to boys. The accumulation of these patterns leads to a cycle of low & self-esteem among females that must be broken by a refusal to accept this powerless stance. 86 References. M. Greenberg
