Career Development International最新文献

Purpose

The paper aims to support employers in avoiding linguistic profiling of individuals with communication disabilities; thereby reducing their exclusion from the workforce. It provides employers and others in the workplace with examples of speech, language and communication differences, common false stereotypes and assumptions, and strategies to prevent and address the negative effects of linguistic profiling.

Design/methodology/approach

The paper offers a general overview of linguistic profiling as it relates to individuals with communication disabilities. Pertinent examples and findings from previous literature are included to illustrate linguistic profiling across speech, language and mode of communication, and to provide recommendations for inclusive workplace practices to ensure that career success is accessible to individuals with communication disabilities.

Findings

Linguistic profiling is a barrier to successful and inclusive employment for individuals with communication disabilities. Education, training and the use of inclusive practices can reduce linguistic profiling of individuals with communication disabilities in the workplace.

Originality/value

Though linguistic profiling used to make inferences of social constructs such as race and gender has long been discussed, little discussion surrounds individuals with communication disabilities and the impact it has in their lives and careers. This paper uniquely highlights communication disability in the linguistic profiling discussion so that organizations can be more aware of the impact and the need to create supportive and inclusive workplace environments and in turn reduce discrimination and increase diversity.

Purpose

The purpose of this paper is to clarify the influence of linguistic profiling on perceived employability. In doing so, we recognize multiple factors that can contribute to this relationship. Using the systems theory framework (STF) of career development, we categorize these factors based on whether they primarily reside within the societal system, the organizational system, or the individual system. Subsequently, we construct and present an open systems model that depicts the influence of linguistic profiling on perceived employability in context with other societal, organizational and individual factors.

Design/methodology/approach

The STF provides a theoretical perspective on how to contextualize linguistic profiling and perceived employability within the scope of career development. We employed an integrative literature review method to locate existing research studies that investigated the influences of linguistic profiling and perceived employability. The literature search process, coupled with inclusion and exclusion criteria, resulted in 46 publications retained for analysis.

Findings

Findings provided evidence of language ideologies that contribute to linguistic profiling globally. Linguistic profiling usually results in reduced perceived employability. There was variation in the research findings based on the context of the research studies. The context consisted of the societal, organizational and individual systems in which the research study was conducted. Findings supported our construction of an open systems model of the influence of linguistic profiling on perceived employability, which is rooted in the STF.

Originality/value

This study highlights the negative influence of linguistic profiling on perceived employability. It also demonstrates how the STF can be used to contextualize the linguistic profiling problem within societal and organizational systems.

Purpose

Understanding linguistic profiling and its substantial consequences on employee career development is essential in diverse workplaces. This study utilizes Levinson’s eras and career development theories to analyze the complicated relationship between linguistic profiling and biases, which hamper employee career development.

Design/methodology/approach

This study used an interpretive methodology and conducted thematic data analysis. It documented lessons learned from diverse viewpoints through semi-structured interviews with 19 participants conducted in November and December 2022.

Findings

The study demonstrates that linguistic discrimination occurs in diverse workplaces. After data exploration, four intriguing themes appeared. The first theme was related to employees who were discriminated against because of various languages. This shows how often language choice affects employees. The second theme examined how linguistic profiling intersected with marginalized groups, increasing discrimination. The third theme, linguistic profiling and career development showed that bias had a huge influence on career progression. The fourth theme emphasizes organizational policies for preventing language discrimination, promoting career growth and inclusive organizations.

Originality/value

This study advances the understanding of linguistic profiling and career development in a multilingual society. In addition, it furthers discourse and provides ways to minimize biases, creating a more inclusive workplace environment.

Purpose

The purpose of this paper is to explore issues pertaining to monolingual ideology in the United States and the challenges in terms of career identity and development for multilingual individuals.

Design/methodology/approach

This conceptual paper provides a discussion of the relevant literature pertaining to linguistic diversity, language ideologies, career identity and career development, and offers a critical conceptual framework for understanding career development in linguistically diverse, multilingual contexts.

Findings

Based on a critical review of literature, this paper proposes a conceptual framework which can be used to address linguistic issues that may otherwise encourage discrimination and inequity in the workplace.

Originality/value

This paper addresses the gap in career development literature by proposing a critical conceptual framework that integrates language as an important element of one’s career identity.

Purpose

This case study, within the context of boundaryless and protean career development frameworks, investigates linguistic profiling and how code-switching is used to mitigate its impact on Black leaders during their careers. The experiences of Black women coaches and the coaching support they offered Black women clients in code-switching, leadership and career advancement are described. The value of leadership coaching when used to navigate these career progression challenges is emphasized.

Design/methodology/approach

The study employed a multiple-case study approach of two Black women leadership coaches.

Findings

The findings of this study illustrate the understanding of code-switching and the coaching techniques employed by two Black women leadership coaches. Sage focused on educational strategies, offering historical contexts and resources, while Khadijah leaned on empathy-driven methods, using storytelling to evoke reflection. Both coaches emphasized creating safe spaces for open dialog, encouraged clients to reconsider their actions and values regarding code-switching challenges and sought to prompt clients towards authenticity while navigating career spaces effectively.

Practical implications

Additional strategies for coach practitioners include cultivating trust and a safe environment; active listening; challenging biases and assumptions; contextual understanding; empowering authentic self-expression; fostering skill development; challenging stereotypes; promoting autonomy and flexibility and adopting cross-cultural sensitivity, humility and competence. These practical coaching strategies bridge the gap in career development research by demonstrating how race-conscious strategies can promote workplace inclusivity and promulgate career development.

Originality/value

The study underscores the problem of linguistic profiling, the complexity of code-switching and implications for Black women navigating their career journey within professional spaces. It highlights the significance and value of tailored leadership coaching strategies to promote career advancement. This study addresses the gap in career development research related to linguistic profiling avoidance strategies for workplace inclusivity.

Purpose

This paper argues that accent modification acts as a mechanism that (re)produces workplace accentism, which is a set of ideologies and practices positioning some English accents as inherently superior/inferior to others in the context of work and careers.

Design/methodology/approach

This conceptual paper draws on existing literature mainly from critical sociolinguistic and labor studies to support its central argument.

Findings

Through acting as a skill, a technology and a commodified service, accent modification naturalizes linguistic hierarchies, which are racist, classist and colonial constructions, and reinforces the structural status quo in different contexts.

Practical implications

In order to move away from accent modification as a means to enhance oral communication at work, organizational attempts at fostering mutual intelligibility and undoing the role of accent in workplace communication are necessary.

Originality/value

Contrary to research that presents accentism as a purely interpersonal issue, the paper explores how accentism is institutionalized and is connected to linguistic profiling.

Purpose

This paper examines the relationship between linguistic profiling and English language teachers’ career development.

Design/methodology/approach

This paper collected data from 20 participants using a qualitative approach. Semi-structured interview guides were used to collect qualitative data on this topic.

Findings

After collecting and analyzing the data, the results showed that linguistic profiling results in demotivation and low self-esteem and can spur career development among non-native English teachers.

Originality/value

This paper advances scientific knowledge by providing empirical evidence showing that while linguistic profiling has some negative influences, it can spur career development among non-native English teachers.

Purpose

Drawing on the conservation of resources theory, this study examines how proactive skill development (PSD) influences job performance and mediating and moderating mechanisms underlying the above relationship.

Design/methodology/approach

Data were collected from a sample of 261 full-time workers in three waves, spaced by a six-week interval (Time 1, N = 360; Time 2, N = 320; Time 3, N = 261).

Findings

The results confirmed that career stress mediated the relationship between PSD and job performance. Additionally, high career decidedness strengthened this negative relationship between stress and performance. Furthermore, career decidedness significantly moderated the indirect PSD–performance relationship via career stress, accentuating the indirect effect when decidedness is higher.

Originality/value

This study sheds light on the important role of proactive skills development in influencing job performance and what factors can affect this relationship. It offers practical implications by highlighting how targeted training can boost employees' proactivity and performance.