title: Women in management in New Zealand: a study of biographical data, managerial style and sex role self-concept

authors: Place, Helen Ivy

abstract: In New Zealand, women form three point nine percent (3.9%) of the managerial population. In considering this overall lack of women in management and accepting that both males and females possess equal potential for developing management expertise, the three areas selected for investigation in this study of one hundred and thirty female managers are biographical information, managerial style and sex role self concept. 

The biographical information was directed at eliciting life history items pertaining to those areas of development and experience likely to provide predictors of managerial effectiveness. The critical factor is the development of an internalized locus of control, in that the girl who perceives herself as controlling and mastering her adolescent environment is likely to become the woman who succeeds in management. 

Across all occupational and managerial function groupings and when managing a female staff, a high relationship - low task managerial style was used by the majority of the women managers, but those women managing men used a high relationship - high task style. This style shift indicated female managers capability of synthesizing managerial style with subordinates expectations. 

The majority of the women managers in this sample presented an androgynous self-concept, implying a high degree of acceptance of both male and female qualities. While these women accepted their femininity, they also endorsed the assertive action oriented cluster of characteristics stereotypically attributed to males.

text: Women in management in New Zealand: a study of biographical data, managerial style and sex role self-concept In New Zealand, women form three point nine percent (3.9%) of the managerial population. In considering this overall lack of women in management and accepting that both males and females possess equal potential for developing management expertise, the three areas selected for investigation in this study of one hundred and thirty female managers are biographical information, managerial style and sex role self concept. 

The biographical information was directed at eliciting life history items pertaining to those areas of development and experience likely to provide predictors of managerial effectiveness. The critical factor is the development of an internalized locus of control, in that the girl who perceives herself as controlling and mastering her adolescent environment is likely to become the woman who succeeds in management. 

Across all occupational and managerial function groupings and when managing a female staff, a high relationship - low task managerial style was used by the majority of the women managers, but those women managing men used a high relationship - high task style. This style shift indicated female managers capability of synthesizing managerial style with subordinates expectations. 

The majority of the women managers in this sample presented an androgynous self-concept, implying a high degree of acceptance of both male and female qualities. While these women accepted their femininity, they also endorsed the assertive action oriented cluster of characteristics stereotypically attributed to males.

year: 1977

title: Psychosocial support needs of women with breast cancer in the Waikato region

authors: del Mundo-Ramos, Elaine

abstract: Breast cancer is the most frequently diagnosed cancer among women and the third most common cancer in New Zealand. Despite improved survival rates, significant psychosocial distress is experienced by breast cancer patients. To address this, the Cancer Psychological and Social Support Service (CPSSS) provides supportive care to cancer patients and their families. We aimed to understand the characteristics and psychosocial support needs of women with breast cancer who were referred to the CPSSS at the Waikato District Health Board (WDHB). Breast cancer data from 2016 to 2018 was obtained from the Waikato Breast Cancer Register (WBCR) and compared to psychosocial support referrals from the CPSSS for the same period.

text: Psychosocial support needs of women with breast cancer in the Waikato region Breast cancer is the most frequently diagnosed cancer among women and the third most common cancer in New Zealand. Despite improved survival rates, significant psychosocial distress is experienced by breast cancer patients. To address this, the Cancer Psychological and Social Support Service (CPSSS) provides supportive care to cancer patients and their families. We aimed to understand the characteristics and psychosocial support needs of women with breast cancer who were referred to the CPSSS at the Waikato District Health Board (WDHB). Breast cancer data from 2016 to 2018 was obtained from the Waikato Breast Cancer Register (WBCR) and compared to psychosocial support referrals from the CPSSS for the same period.

year: 2019

title: Creating culturally-safe schools for Māori students

authors: Macfarlane, Angus

subjects: education

abstract: In order to better understand the present trends in New Zealand’s schooling contexts, there is a clarion call for educators to develop sensitivity and sensibility towards the cultural backgrounds and experiences of Māori students. This paper reports on the work of four scholars who share research that has been undertaken in educational settings with high numbers of Māori students, and discusses the importance of creating culturally-safe schools – places that allow and enable students to be who and what they are. The theoretical frameworks drawn on are based on both a life partnership analogy as well as on a socio-cultural perspective on human development and learning. The Māori worldview presented in this paper is connected to the Treaty of Waitangi, The Educultural Wheel and the Hikairo Rationale. Data were collected from two ethnographic case studies and analysed through these frameworks. Practical suggestions are then made for using restorative practices and creating reciprocal relationships in classrooms within an environment of care. The paper reports on an evidence-based approach to creating culturally-safe schools for Māori students.

text: Creating culturally-safe schools for Māori students In order to better understand the present trends in New Zealand’s schooling contexts, there is a clarion call for educators to develop sensitivity and sensibility towards the cultural backgrounds and experiences of Māori students. This paper reports on the work of four scholars who share research that has been undertaken in educational settings with high numbers of Māori students, and discusses the importance of creating culturally-safe schools – places that allow and enable students to be who and what they are. The theoretical frameworks drawn on are based on both a life partnership analogy as well as on a socio-cultural perspective on human development and learning. The Māori worldview presented in this paper is connected to the Treaty of Waitangi, The Educultural Wheel and the Hikairo Rationale. Data were collected from two ethnographic case studies and analysed through these frameworks. Practical suggestions are then made for using restorative practices and creating reciprocal relationships in classrooms within an environment of care. The paper reports on an evidence-based approach to creating culturally-safe schools for Māori students.

year: 2007