A Critique and Reframing of Personality in Labour Market Theory: Locus of Control and Labour Market Outcomes

This article critically examines the theoretical arguments that underlie the literature linking personality traits to economic outcomes and provides empirical evidence indicating that labour market outcomes influence personality outcomes. Based on data from the German Socio-Economic Panel, we investigated the extent to which gender differences occur in the processes by which highly positive and negative labour market outcomes are determined and in the processes underlying the development of one particular aspect of personality, locus of control. Gender differences were more pronounced in the results for years in managerial/ leadership positions than for locus of control. Negative labour market states were also marked by gender differences. We conclude by arguing that an explicitly value-laden analysis of the rewards associated with personality within the labour market could expose areas where the gendered nature of rewards by personality serves to perpetuate power relationships within the labour market

Childhood studies, children’s politics and participation: perspectives for processes of democratisation

From the early Frankfurt School through to the work of Manuel Castells, there has been a rich body of work on the cleavage between technological and social developments of the twentieth century in respect of the consequences for the constitution of subjectivity. However, little attention is paid to the role of children during their childhoods in attempts to bridge this gap beyond discussions about the democratic actors children will become when they are adults. This paper argues that only the full integration of children, during their childhoods, into democratic development of societies will prevent the deepening of the rift between technological and social progress. The paper traces the correspondence between the new childhood studies and those concepts of politics and politicisation which can support social progress towards an emancipatory social perspective undergirded by particular and democratisation of all areas of everyday life. Drawing on Bourdieu and ideas of participation as action, the paper critically examines the various mechanisms by which children are conventionally excluded from democratic participation and then explores how a deeper consideration of agency in childhood and social actorship opens up alternative mechanisms of inclusion and the concomitant expansion of the concept of democracy