Labor Studies Works

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https://hdl.handle.net/1805/13960

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Book Review: American Made: What happens to people when work disappears
(New York Labor History Association, 2022) Mello, William; Labor Studies, School of Social Work
[Book Review] American Made: What happens to people when work disappears
(2021) Mello, William; Labor Studies, School of Social Work
[Book Review] Labor Under Siege: An Oral History
(2022) Mello, William; Labor Studies, School of Social Work
E-learning is learning, too
(Office of the Vice Chancellor for Research, 2011-04-08) Walker, Marquita
Abstract: Grounded in constructivist/cognitive learning theory, this paper explores the assessment of student learning in one learning module in one Labor Studies class in one Midwestern university using alternative assessment which integrates teaching and learning activities with assessment through writing activities, the prominent means of communication in an online environment. The purpose of this study, grounded in the most positive and powerful aspects of cognitive learning theory, social learning theory, and adult learning theory, is to assess student learning at the higher order thinking of the cognitive domain based on a pedagogy of learning-teaching-assessment (Speck, 2002). The study’s population is 29 students in one online class L100, Survey of Unions and Collective Bargaining in one large Midwestern university and focuses on one learning module, Federal Labor Law and Agencies. Speck (2002) suggests alternative assessment, which measures student abilities to use higher level thinking skills such as synthesis, analysis, and evaluation and includes team activities, peer evaluation, self-evaluations, and portfolios, provides instructors a more accurate measure of student learning. By providing students with alternative learning activities based on different learning styles and relating to subject content, the student shifts from passive to active engagement with the content, shifts from focusing on information to communication, and shifts from being an individual learner to a learner in a socially situated learning environment (Conole, 2010). The findings from this study suggest that students prefer a written lecture format or some combination of written, video, and interactive lecture format over a video or interactive format. These findings may reflect that students’ time on task is shorter when engaging with the written format versus a video or interactive format.
The Effects of Caregiving Resources on Perceived Health among Caregivers
(Oxford University Press, 2016-08) Hong, Michin; Harrington, Donna; Labor Studies, School of Social Work
This study examined how various types of resources influence perceived health of caregivers. Guided by the conservation of resources theory, a caregiver health model was built and tested using structural equation modeling. The caregiver health model consisted of caregiving situations (functional limitations and cognitive impairments of older adults and caregiving time), resources (financial resources, mastery, social support, family harmony, and service utilization), caregiver burden, and perceived health of caregivers. The sample included 1,837 unpaid informal caregivers drawn from the 2004 National Long-Term Caregiver Survey. The model fit indices indicated that the first structural model did not fit well; however, the revised model yielded an excellent model fit. More stressful caregiving situations were associated with fewer resources and higher burden, whereas greater resources were associated with lower burden and better perceived health of caregivers. The results suggest explicit implications for social work research and practice on how to protect the health of caregivers.
Evaluating the intervention of an ethic's class in students' ethical decision-making: A summative review.
(Canadian Center of Science and Education, 2013) Walker, Marquita
This summative evaluation is the result of two years’ of data reflecting the impact of an ethics class in terms of students’ ethical decision-making. The research compares aggregate responses from scenario-based pre- and post-survey open-ended survey questions designed to measure changes in ethical decision-making by comparing students’ cognitive and affective perceptions about ethical workplace behavior. Grounded in constructivist theory, which explains how individuals “know” and “come to know something (Reeves, 2003), this intervention of an ethics class encourages students to make better and more informed ethical decisions in the workplace based on their understanding of their value and belief system. The findings suggest the intervention of an ethics class informed students’ cognitive and affective perceptions based on individual value and belief systems, strengthened student’s ability to remain open-minded and reconsider previous beliefs and actions from a 360 degree perspective, and increased student’s ability to apply new information to ethical dilemmas in the workplace.
Evaluating the Intervention of an Ethics’ Class in Students’ Ethical Decision-making
(Journal of Scholarship of Teaching and Learning, 2011) Walker, Marquita
In this pilot study, the author evaluated the impact of an ethics class in terms of students’ ethical decision-making. The research compares aggregate responses from scenario-based pre- and post-survey open-ended survey questions designed to elicit changes in ethical decision-making by comparing students’ cognitive and affective perceptions about ethical workplace behavior. Grounded in constructivist theory, which explains how individuals “know” and “come to know something (Reeves, 2003), this intervention encourages students to make better and more informed ethical decisions in the workplace based on their understanding of their value and belief system. The findings suggest increased positive cognitive and affective changes in student perceptions that inform one’s value and belief system, the student’s ability to remain open-minded and reconsider previous beliefs and actions from a 360 degree perspective, and the student’s ability to apply new information to ethical dilemmas in the workplace
Experiences of Dislocated Workers, Trade Adjustment Assistance, and Advanced Manufacturing
(Office of the Vice Chancellor for Research, 2011-04-08) Walker, Marquita
This paper explores the lived experiences of one group of dislocated workers in a hybrid advanced manufacturing training course in one large Midwestern city who became dislocated through the downsizing of a large manufacturing facility and who took advantage of Trade Adjustment Assistance. The research questions relate to these workers perceptions about the ease/difficulty of accessing the program, barriers to implementation of the program, and the effectiveness of the program in their own lives. Current adjustment policies for dislocated workers lend themselves to recreating and widening the wage inequality in the United States. By promoting policies that encourage rapid reintegration into the workforce and discouraging the education, training, and self-employment of dislocated workers, dislocated workers are forced into lower paying jobs in the service sector, which typically pay lower wages. Consequences of these policies are not only decreased standards of living for these workers, who are typically eligible for government transfer payments, but emotional, social, and mental and physical health problems as well. Serious consideration for policy changes should be deemed of utmost importance.
Hospitality in jeopardy: Organizing diverse low-wage service workers
(Sage, 2016-07) Walker, Marquita
This article explores United Needle Trades and Industrial Employees (UNITE) and Hotel Employees and Restaurant Employees (HERE)’s strategic campaign to organize a diverse low-wage workforce of housekeepers in the hospitality industry in one Midwest city in Indiana. Organizers’ personal narratives provide examples of the challenges involved when creating relationships between low-wage workers from different racial and cultural backgrounds as part of a strategy to rebuff management’s continual efforts to exploit and undervalue its workforce, increase profits for the firm, and discredit the union as an effective intermediary for representation. The findings suggest UNITE-HERE’s organizing attempts realized gains for housekeepers in the form of wage and benefit increases and dismantled a covert blacklisting policy even though the hotel remains non-unionized.
Hospitality in Jeopardy: Organizing Diverse Low-Wage Service Workers
(Sage, 2016) Walker, Marquita; Department of Labor Studies, School of Social Work
This article explores United Needle Trades and Industrial Employees (UNITE) and Hotel Employees and Restaurant Employees (HERE)’s strategic campaign to organize a diverse low-wage workforce of housekeepers in the hospitality industry in one Midwest city in Indiana. Organizers’ personal narratives provide examples of the challenges involved when creating relationships between low-wage workers from different racial and cultural backgrounds as part of a strategy to rebuff management’s continual efforts to exploit and undervalue its workforce, increase profits for the firm, and discredit the union as an effective intermediary for representation. The findings suggest UNITE-HERE’s organizing attempts realized gains for housekeepers in the form of wage and benefit increases and dismantled a covert blacklisting policy even though the hotel remains non-unionized.

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