Cultural Barriers. Record if the participant perceives him or herself as possessing attitudes, beliefs, customs or practices that influence a way of thinking, acting or working that may serve as a hindrance to employment • WIOA federal definition • Instead of asking learners—is this collected by staff, or collected automatically (i.e. triggered by enrollment in ESL classes) • Task Force members 🡪 homework 🡪 come up with examples before next meeting Disabled / Individual with a Disability Record if the participant indicates that s/he has any "disability”, as defined in the Americans with Disabilities Act of 1990. A "disability" is a physical or mental impairment that substantially limits one or more of the person's major life activities.
Cultural Barriers. Another theme that emerged from the interviews was cultural barriers. It was revealed the main obstacle to teaching sexual health education is a cultural-related psychological barrier. When the participants were asked about the most difficult topic in the human reproductive system chapter to explain for them, the majority commented that they feel uncomfortable to deal with the demonstrative explanation of sexual development and reproductive health. Although, they are teachers, they are also Kazakh and have grown up in this society so they also have cultural viewpoints that may be impossible to overcome. This is a topic most are still uncomfortable to discuss openly.
Cultural Barriers. Respondents described a number of cultural beliefs and practices that impact both abortion provision and quality of care. Respondents described anecdotes in which entire hospitals refuse to provide abortion and in which hospital staff and doctors treat women badly and attempt to dissuade them from their decision. In some cases, respondents described the physical quality of care as being substandard. “Another barrier is the health services, there are hospitals and institutions that offer the health service, but not in the best way, even today, they subject women to cruel and inhumane treatments, when there are methods, techniques of practicing abortion in the most simple, most humane and most hygienic way.” – Xxxxxxx Others, however, described stigmatizing practices on the part of hospital staff. “Then there are some obstacles that come from the perspective of those personal beliefs of many people who attend that woman and who try to impose those personal beliefs, over her personal beliefs. There are cases, for example, when they call the religious staff that is in the hospital to convince the woman not to abort. There are cases when the social workers tell them that what you are doing is a sin, you are going to go to hell, that type of practice.” –Calliope It is unclear whether the roots of these practices lie in religion, cultural norms or elsewhere. As Dr. Priam, a bioethicist and conscientious objector to abortion stated that opposition to abortion does not necessarily stem from religious belief but rather from an ethical perspective. “Our [pro-life activists and conscientious objectors] position is a position in favor of life, which is compatible with any religion, including atheists. In fact, for example, we find that many of the critiques of the conscientious objectors, in the comments made against conscientious objection, it´s said that it was because of reasons of conscientious that we object to abortion. That´s not true. There exist people who are atheists, agnostics, who are also conscientious objectors, who are not in favor of abortion, because we respect human life.” Most of the barriers mentioned by the key informants and described here relate to unfamiliarity with the Court decision, the regulatory and legal framework for abortion and abortion itself. In the surveys, we attempt to tease out how this ignorance is perceived by doctors working in public hospitals. Survey Results In July 2014, we surveyed 49 doctors at nine public hospitals in th...
Cultural Barriers. Do your customs make it hard for you to find a job?
Cultural Barriers. 3.2.1. Discrimination According to the Belgian Federal Public Service Employment, Labour and Social Dialogue (2019), discrimination manifests itself in different treatment according to gender, age, nationality, etc. There are several forms of discrimination, it can be direct or indirect. Discrimination is direct when it is intentional and the result of a concrete act. For instance, when a woman is being refused a job or promotion based on her gender. Discrimination is indirect when a neutral practice is likely to disadvantage some people. For instance, a company putting in place a rule that disadvantages part-time employees. This can be interpreted as a form of indirect discrimination since, statistically, it is proved that a clear majority of part-time employees are women (Luxembourg Chamber of Employees, 2019). Gender inequality and discrimination has been embedded in organisational cultures. As Xxxxx (1994) states women’s inferior status results of social and cultural construction. Women’s under-representation on high responsibility positions may be an act of discrimination as a result of the token phenomenon appearing on top management and board positions. Tokenism is a concept that often comes up in the literature. It refers to the fact that the presence of one or few women in the boardroom reduces the likelihood of hiring more women on the board (Xxxxx, 2014). Women will suffer of their token status as long as companies see the single women on board as the representation of all women. Gender stereotypes and preconceptions about male and female roles pose a serious threat to women's careers. Greater diversity and inclusion of women in boards are part of a cultural and organisational transformation which requires time because of deeply embedded and gendered assumptions. Studies show that two-thirds of senior women from corporations across Europe highlight stereotypes of women’s roles as the main barrier to their career advancement (European Commission, 2012). Women also face discrimination as leader positions are often associated with male characteristics. Pande and Ford (2011) state that social norms associate leadership with male qualities. Women face invisible barriers in their professional development which assumes that women are exposed to discriminatory behaviour developed through stereotypes and prejudices (Xxxxxxx, 2012). Although there is evidence that male and female roles are changing, stereotypes are not changing at the same rate (Xxxxxxxx ...
