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As the lone \"young lady\" on a transatlantic voyage in 1832, Charlotte learns that the captain is murderous and the crew rebellious.

Background: The Father Role Perception Scale (FRPS) is a widely used tool to assess fathers' perceptions of their parenting roles. Understanding the consistency of its measurement across different studies is crucial for reliable interpretation of research findings. Methods: A comprehensive literature search identified 317 studies on fathering roles. Applying inclusion criteria, 32 studies with 9,987 participants were selected for meta-analysis. Cronbach's alpha coefficients, an indicator of internal consistency reliability, were extracted from each study and analyzed to determine the overall reliability of the FRPS. Results: The meta-analysis revealed an average Cronbach's alpha value of 0.80 for the FRPS, indicating generally acceptable reliability. However, variability in reliability was observed across studies, potentially attributable to sample characteristics, data collection methods, or cultural differences. Conclusion: While the FRPS demonstrates acceptable reliability for assessing fathers' perceptions of their parenting roles, researchers should conduct reliability analyses within their specific study groups and consider potential influencing factors when interpreting results. This meta-analysis contributes valuable information for researchers and practitioners in family and child health, aiding in the understanding of fatherhood experiences and the development of supportive programs.

\"Through an examination of 1980s American cultural texts and media, Kevin L. Ferguson examines how new types of individuals were created in order to manage otherwise hidden cultural anxieties during the American 1980s. Exploring a variety of strategies for fashioning self-knowledge in the decade, this book illuminates the hidden lives of surrogate mothers, crack babies, persons with AIDS, yuppies, and brat packers. These seemingly simple stereotypes in fact concealed deeper cultural changes in issues relating to race, class, and gender. Through a range of texts, Eighties People shows how the commonplace reading of the 1980s as a superficial period of little importance disguises the decade's real imperative: a struggle for self-definition outside of the limited set of options given by postmodern theorizing\"-- Provided by publisher.

We theorized and examined a Pygmalion perspective beyond those proposed in past studies in the relationship between transformational leadership and employee voice behavior. Specifically, we proposed that transformational leadership influences employee voice through leaders’ voice expectation and employees’ voice role perception (i.e., Pygmalion mechanism). We also theorized that personal identification with transformational leaders influences the extent to which employees internalize leaders’ external voice expectation as their own voice role perception. In a time-lagged field study, we found that leaders’ voice expectation and employees’ voice role perception (i.e., the Pygmalion process) mediate the relationship between transformational leadership and voice behavior. In addition, we found transformational leadership strengthens employees’ personal identification with the leader, which in turn, as a moderator, amplifies the proposed Pygmalion process. Theoretical and practical implications are discussed.

Most assessments of the impact and effects of biased-based policing have been reviewed from the aspect of officer-citizen interaction during traffic stops, with the majority of studies focusing on these occurrences in larger police jurisdictions. Yet police officers themselves, and particularly African American officers, bring a completely different perspective to this issue that has not been fully considered or developed, especially where it concerns the smaller agencies that make up the bulk of the nation's police community. This study considers the perceptions of African American police officers regarding the presence and impact of biased-based policing in their agencies, as well as their perceptions of the positive or negative effects of their presence in these small local police agencies.

Aim/Purpose: This study investigates how PhD candidates experience autonomy (i.e., self-governance and the capacity to make meaningful, self-directed choices) in their doctoral trajectory. It examines their expectations regarding autonomy, the various forms of autonomy they encounter during their doctoral trajectory, and the dynamics that make autonomy challenging. Background: PhD candidates, akin to the academic world at large, navigate a tension between exercising autonomy and conforming to standardization and regulatory frameworks. Within this context, this study explores how PhD candidates manage to balance autonomy and freedom and strive to meet the high and rigorous standards of obtaining a doctoral degree. The theoretical framework for this study consists of Berlin’s (1969) Two concepts of liberty and self-determination theory. Methodology: We use qualitative data from nine focus groups and three one-on-one interviews with PhD candidates (n=42). Data are analyzed using thematic content analysis. Contribution: Previous research highlighted the importance of autonomy in the doctoral trajectory and showed that autonomy can have different dimensions and characteristics. However, research on PhD candidates’ expectations regarding autonomy and how autonomy manifests itself in their trajectory is lacking, considering different dimensions of autonomy. This study contributes by exploring the expectations and experiences of autonomy among PhD candidates and variations herein across disciplines (i.e., life sciences and medicine, natural sciences and bioscience, engineering, and human sciences) and types of appointments (i.e., teaching assistants, personal mandate, or project funding). Literature also shows that autonomy in the work environment is not, by default, beneficial. A second contribution of this study is the identification of challenges and potential pitfalls associated with autonomy in the doctoral context. Findings: First, PhD candidates deem autonomy essential for their research, as it requires creating new knowledge, being able to adapt to unforeseen events, and learning how to become an independent scholar. PhD candidates mainly expect autonomy in their control over time, freedom to develop themselves, and a sense of ownership over the project. However, their experiences predominantly reflect operational autonomy (i.e., autonomy regarding the conduct and organization of research) rather than strategic autonomy (i.e., autonomy regarding the research agenda and content). Second, there are explicit challenges and pitfalls associated with autonomy. PhD candidates mainly encounter “negative freedom,” and often experience autonomy as chaos, citing a lack of clear expectations, lack of control, lack of interaction, and lack of supervisory support as significant pitfalls. Two key dynamics contributing to these issues are the specific supervisor-supervisee relationship and conflicting role perceptions. Additionally, the study identified systematic differences in these matters across and within disciplines. These insights provide a nuanced understanding of the autonomy experienced by PhD candidates and highlight the need for institutions to rethink how they support PhD candidates in managing autonomy. Recommendations for Practitioners: These findings indicate that institutions and supervisors should cultivate an environment wherein autonomy is experienced as positive freedom. Achieving this involves balancing academic freedom with accountability measures (such as training supervisors and co-supervisorship and providing regular feedback) to enhance the quality of supervision. Supervisors, in turn, can promote autonomy for PhD candidates by facilitating regular interactions, providing constructive feedback, and ensuring expertise alignment. Impact on Society: The “publish or perish” culture, characterized by standardization and decision-making based on fixed performance measures, diminishes strategic autonomy for PhD candidates. Excessive operational autonomy can be perceived as chaos, challenging equitable opportunities and outcomes among PhD candidates. Furthermore, it exacerbates feelings of self-doubt and contributes to the development of imposter syndrome. Future Research: Future research should explore how autonomy emerges from the dialogue between supervisors and PhD candidates. It should also investigate the support mechanisms supervisors require to be supportive of autonomy and examine how supervisors tailor their autonomy support to accommodate the heterogeneous group of PhD candidates. Furthermore, future research could focus on identifying and elaborating on additional dynamics that complicate dealing with autonomy within the doctoral context.

Theoretically, the more important a role-identity is to a person, the more it should provide a sense of purpose and meaning in life. Believing one's life to be purposeful and meaningful should yield greater mental and physical well-being. These hypotheses are tested with respect to the volunteer role, specifically, Mended Hearts visitor, in which former heart patients visit current heart patients and their families in the hospital. Analyses of survey data from Mended Hearts visitors (N = 458) confirm that a sense of meaningful, purposeful life mediates the positive influences of role-identity salience on mental and physical health. The results hint at an unfolding process: the more time spent in volunteer activities, the more important the volunteer identity. The greater the identity importance, the more one perceives one matters to other people, which in turn enhances purpose and meaning. The more life seems purposeful and meaningful, the better one's well-being.

PurposeDespite the considerable increase in research on entrepreneurship education, few studies examine the role of entrepreneurship educators. Similarly, most frameworks from entrepreneurship education recognize the educator’s importance in facilitating instruction and assessment, but the factors influencing the educator role are not well understood. According to the identity theory, personal factors including self-efficacy, job satisfaction and personal values influence the perspective of self, significance and anticipations that an individual in this role associates with it, determining their planning and actions. The stronger the role identity the more likely entrepreneurship educators will be in effectively developing their entrepreneurial skills as well as the overall learning experience of their students. The objective of this study is to pinpoint the factors that affect entrepreneurial role identity.Design/methodology/approachDrawing upon the identity theory, this study developed a theoretical framework and carried out an empirical investigation involving a survey of 289 entrepreneurship educators across the globe. Structural equation modeling (SEM) technique was applied to analyze and explore the factors that impact the identity of the educators in their role as entrepreneurship teachers.FindingsThe findings show that the role identity of entrepreneurship educators is significantly influenced by their self-efficacy, job satisfaction and personal values. Among these factors, self-efficacy and job satisfaction have the most significant impacts on how educators perceive their role. The implications of these results and directions for future research are also discussed.Originality/valueThe novelty of the current study is derived from its conceptualization of the antecedents of role perception among entrepreneurship educators. This study stands out as one of the earliest attempts to investigate the factors that shape an individual’s scene of self and professional identity as an entrepreneurship educator. The significance of comprehending the antecedents of role perception lies in the insights it can offer into how educators undertake and execute their role, and consequently, their effectiveness in teaching entrepreneurship.

Elite sport coaches often rely on their discretion when assisting athletes struggling with mental health, with clear guidelines yet to be broadly adopted. This study aimed to explore how coaches perceive their role in athlete mental health and their role clarity. This study employed a descriptive qualitative approach with semi-structured interviews. 17 Australian elite level swimming coaches were interviewed, focusing on their perceived experiences with athlete mental health and any discrepancies between what their role is currently and what they perceive it should be. Thematic analysis was used to analyse results. Analysis revealed that coaches perceive their role to include open communication, actively observing their athletes' mood, and acknowledging their potential mental health knowledge deficits. They also indicated a lack of clarity for when to refer an athlete on to a medical professional. Athletes were perceived as responsible for maintaining self-awareness and help-seeking, whilst the organisational role included providing education and funding. Barriers for supporting athlete mental health included a lack of resources and poor mental health literacy. Coaches suggested a variety of recommendations to ameliorate these barriers including education and redesigning systems of support. Australian swimming coaches would greatly benefit from formal guidelines on how to identify, manage, and support athlete mental health. These guidelines should be established with input from coaches and key staff, in addition to clinical professionals and utilising evidence-based measures, including consideration of boundaries around coaches as non-mental health professionals.