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The global, 24/7 economy and the organizational changes it has generated have enormous implications for the organization, experience and use of time in (and out of) the workplace. In addition to eroding the boundary between home and work, creating time pressures both within and outside of the workplace, the need for businesses to compete in a 24/7 global economy has re-problematized time in the workplace. Drawing on sociology, labor economics, organizational behavior and social history, the papers in this volume examine either empirically or theoretically, a variety of aspects of time in the workplace. Contributors to this volume examine issues surrounding the distribution of and struggle over work hours and how these vary across a number of factors including race, class, occupation and other structural components of work. They examine temporal structures within organizations including inequities in flexible scheduling, entrainment and work teams, polychronicity, and how changing temporal structures affect professionalism and expertise. They also consider the way in which changing uses and organization of work time, in the context of economic instability and globalization, affect the difficulties of reconciling work and family. At the more micro-level, the papers consider individuals' perceptions and constructions and intersubjective constructions of time. To varying degrees, the authors speak to the policy implications or strategies for managing new times. Taken as a whole, these papers shed light on the way in which globalization and the emergence of a 24/7 economy have altered the ways, times, and meanings of time at work. This book series is available electronically online.

AbstractThis paper reviews literature on employment insecurity and situates objective and subjective employment insecurity in the context of the contemporary economy. I draw on the argument about shifting social contracts to explain both real and perceived pervasive employment insecurity and the frayed American Dream. Employment insecurity derives from the macro‐economic changes that produced the social structure of accumulation identified as flexible accumulation that requires employment insecurity as both a form of labor discipline and profit‐enhancing strategy. This paper argues that contemporary employment insecurity is both objective and subjective and affects how individuals understand their world and their selves. To this latter point, I look at research on generational differences in the experience of employment insecurity.

Two recent reports from the Fordham Institute address the question of the impact of state accountability systems on "high achievers," referred to in the reports as "students who have already crossed the proficiency threshold." Both reports argue that this group is being neglected educationally, and they advocate for accountability systems to be redesigned to attend to the needs of high-achieving students. Both reports also recommend that states use a "performance index," as opposed to proficiency rates, to measure school achievement. This review, however, concludes that: 1) the reports' central assumptions about high-achieving students are problematic; 2) growth measures are not an effective means for directing attention to high-achieving students; 3) narrow, high-stakes forms of assessment may negatively impact the education provided to these students; and, 4) further stratifying educational settings and reallocating resources toward "high-achieving" students has troublesome implications for the democratic goals of education. Implementation of the reports' recommendations may in fact result in a furthering of the inequitable educational opportunities that ESSA was designed to reduce.

This analysis considers the complex ways that attempts to create a liberal, democratic Guatemalan national identity through policy-driven curricular reform were taken up, engaged with, contested and transformed at the local level by indigenous social studies teachers. While post-conflict education initiatives aimed at civic reconstruction proliferate globally, this investigation draws on qualitative data collected in a vareity of school settings to provide insight into the complexities of moving from policy to practice, highlighting the significant part played by social studies teachers in this process.

Based on a qualitative study of civic discourse in four distinct school settings, this article describes how students' civic identities—the sense of who one is as an American citizen—are rooted in their experiences in particular schools and communities. Students' developing civic identities vary from aware and empowered to complacent and discouraged, depending on their experiences both in and out of school. A civic education that taps into these experiences may be successful at creating a more active, engaged citizenry. This article describes a new understanding of youth civic identity and a problem-posing approach to civic education.

PurposeThis research aims to investigate the differences in evaluations of job performance between male and female managers by those managers' immediate bosses and peers.Design/methodology/approachDrawing on gender structure theory, along with ideas about status characteristics, the authors use hierarchical regression to test the hypotheses that male and female bosses and peers deferentially evaluate the male and female manager's global job performance. The authors hypothesize significant two-way interactions (gender of the manager by gender of evaluator) in predicting a manager's job performance.FindingsThe results suggest that while male peers rate female managers' job performance significantly lower than that of male managers, female peers do not discriminate between genders in their performance evaluations. Also, managers' bosses were found not to discriminate between genders of their subordinates.Research limitations/implicationsThe limitations of this study have to do primarily with the data. While the data are rich on some dimensions, they are weak on others, especially with regard to the detail about the jobs the respondents did, detailed level of familiarity with the evaluated managers, as well as racial background. The data also do not provide information on the different facets of job performance, the evaluation of which could potentially be impacted by managerial gender; this study is focused exclusively on global job performance.Practical implicationsThe authors discuss various theoretical explanations of this pattern of results, as well as its possible influence on female managers' careers. Although the effect size of the negative bias that male peers exhibit toward female managers is relatively small, it may be argued that lower performance assessments can accumulate over years in multiple job evaluations, negatively affecting the career of female leaders.Originality/valueThe evaluations supplied by different organizational members gain importance with the increased use of 360-degree feedback instruments not just for developmental but also for the job performance appraisal purposes. While the job evaluations of managers' bosses have been investigated in the past with regard to the possible gender bias, this study provides the first known to the authors', evidence. Also, this study points to a direct bias in performance assessments, rather than a potentially more subtle, non-performance-based bias that affects the disparities in wages and promotions of female managers. Thus, this study helps to fill a significant gap in the literature on organizations and it may have practical implications for the advancement of female managers. In addition to this contribution, this study also provides data that may be useful in resolving the ongoing debate whether female bosses act more as cogs in the machine or as change agents in organizations.