NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ923425
Record Type: Journal
Publication Date: 2010
Pages: 14
Abstractor: As Provided
Reference Count: 39
ISBN: N/A
ISSN: ISSN-1362-0436
Graduates "Doing Gender" as Early Career Professionals
Nystrom, Sofia
Career Development International, v15 n4 p324-337 2010
Purpose: The purpose of this paper is to explore how early career professionals "do gender" in their new professional context. Specifically, it explores how two groups of graduates, psychologists and political scientists, "do gender" as early career professionals with a particular emphasis on how they acquire legitimacy in relation to their colleagues and clients. Design/methodology/approach: Drawing on a qualitative research methodology, graduates from two Master's programmes in Sweden were interviewed after 30-34 months of professional work. Analysis of the interview data is located within a "doing gender" perspective with special reference to Acker's conception of employment and organizations as gendered processes influencing individual action. Findings: The paper identifies two different ways in which participants "do gender" in their professional practice in order to acquire legitimacy: "self-presentation" and "strategy". This finding suggests that female and male early career professionals acquire different kinds of legitimacy, which could, in turn, be derived from the gendered processes that exist in contemporary organizations. The paper will also report that when they "do gender" participants also produce and reproduce a gendered notion of a professional project that influences their subsequent professional practice as well as how they position themselves as knowledgeable and competent. Originality/value: The perspective of "doing gender" contributes an alternative understanding of graduate employment and the encounter with working life. It especially enables us to capture gender as an important influence on individual action in the organizational context. (Contains 1 table.)
Emerald. One Mifflin Place Suite 400, Harvard Square, Cambridge, MA 02138. Tel: 617-576-5782; e-mail: america@emeraldinsight.com; Web site: http://www.emeraldinsight.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden