Aces and Bombers: The Post‐Exam Impression Management Strategies of Students

Albas, Daniel; Albas, Cheryl

doi:10.1525/si.1988.11.2.289

Cited by 15 publications

(10 citation statements)

References 7 publications

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“…For data analysis, we had a systemic approach, including initial, focused and axial coding processes. In the last step of coding, we also performed cross-checks that allowed us to refine and confirm the appropriateness of the identified themes (Albas and Albas, 1988; Charmaz, 2014).…”

Section: Methodsmentioning

confidence: 99%

“Everybody needs everyone”: a case study of workplace learning after a downsize

Miller

Kim

Lim

2019

EJTD

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Purpose This study aims to explore how employees’ emotions after downsizing impact their learning that they partook in after the downsizing event. Design/methodology/approach The methodological approach was a qualitative case study. Nine employees, considered layoff survivors in a downsized organization, participated in semi-structured interviews. For data analysis, authors performed an initial, focused and axial coding. Findings The findings highlight three themes: “resilience,” “loyalty” and “moral support.” These themes show the empathy that layoff survivors experienced and the impact the layoff had on their commitment to the organization, as well as the social learning that occurred after downsizing. Practical implications Downsized organizations need to consider the emotions of employees who survive layoffs and how layoffs impact their behavior at work, particularly their learning behavior. Organizations need to understand how to positively impact layoff survivors’ emotions to influence the survivors’ willingness to learn and implement the changes within the organization. Providing outlets for survivors to network within the company, as well as meaningful opportunities, is one of the few ways of addressing employees’ emotions and ensuring they will be encouraged to change with the organization. Originality/value Research that explores how emotions resulting from an organizational downsize impact employees’ learning is minimal. Although much of the downsizing research does explore layoff survivors’ experiences after a downsizing, it does not address the emotional factors or the learning experiences. This study seeks to fill this gap.

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Section: Methodsmentioning

confidence: 99%

“Everybody needs everyone”: a case study of workplace learning after a downsize

Miller

Kim

Lim

2019

EJTD

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“…For example, some students practice selective disclosure of their competence, demonstrating their full academic ability before supportive peers but concealing it when dealing with peers who would be more critical (Albas and Albas 1988; Fordham and Ogbu 1986; Horvat and Lewis 2003). As Shoenberger, Heckert, and Heckert (2012) noted in their study of gifted students, “Although these students are successful in the classroom and receive praise for their achievements from parents and professors, they also acknowledge that negative reactions influence their decisions to hide their high achieving behavior [from their peers]” (p. 782).…”

Section: Feigning Incompetencementioning

confidence: 99%

“…Aces often go so far as to provide accounts for their own “lucky” outcomes. Incidentally, such an Ace is the same person who in a group composed of only Aces was heard to remark that the exam was “a piece of cake.” (Albas and Albas 1988:298)…”

Section: Feigning Incompetencementioning

confidence: 99%

Adopting a Cloak of Incompetence: Impression Management Techniques for Feigning Lesser Selves

McLuhan

2020

Sociological Theory

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The “cloak of competence” concept captures attempts to disguise limitations and exaggerate abilities. The author examines the conceptual converse: the “cloak of incompetence,” or the various ways people deliberately disregard, disguise, downplay, or diminish their personal abilities. Drawing on a comparative analysis of manifold empirical cases, the author identifies three generic competence-concealing techniques—avoidance, performance, and neutralization—and considers some of the interactional contingencies that can enhance or reduce their effectiveness. Avoidance and performance techniques are used to manage creditable competence. Neutralization techniques are used to manage credited competence. Each strategy obstructs the appearance and attribution of competence in a particular way: avoidance techniques prevent the dramatic realization of competence, performance techniques dramatically realize incompetence, and neutralization techniques discount, downplay, distance, or otherwise explain away evident but undesirable competent performances. The author concludes by discussing some implications for sociologies of persons, culture, and structure.

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“…Still, some interactionists have directly contributed to the study of the educational process. Among the most noteworthy of these studies are Becker, Hughes, Geer, and Strauss (1961); Becker, Geer, Reisman, and Weiss (1968); Hargreaves, Hestor, and Melor (1975); Albas and Albas (1984, 1988, 1994); Evans (1987, 1988, 1994); Evans and Falk (1986); and Haas and Shaffir (1987). Also instructive are the works of Bernstein (1972), Martin (1975), Fine (1985), Dingwall (1987), Adler and Adler (1991, 1994), Dietz (1994), Emerson (1994), Campbell (2003), and Karp, Holmstrom, and Gray (2004).…”

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confidence: 99%

Instructional Ventures

Prus

McLuhan

2015

Sage Open

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Beyond promoting a mode of ethnographic inquiry that is conceptually informed and rigorously attentive to the actualities of human lived experience, this article encourages a more sustained, comparative analysis of the ways that administrators and instructors deal with education as a collectively developed venture. After (a) establishing an analytic frame for a more comprehensive approach to education as a socially engaged process, this article focuses on (b) the administration of educational programs and (c) providing instruction as activity “in the making,” using an ethnographic study of two Protestant Christian seminaries as an empirical, illustrative case. While providing an agenda for examining the ways that people generate and sustain instructional ventures in any educational context, the material presented here also represents an important focal point for theoretically, conceptually, and methodologically integrating research that attends to the ways that instructional (administrative and teaching) activities are accomplished in practice.

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Aces and Bombers: The Post‐Exam Impression Management Strategies of Students

Cited by 15 publications

References 7 publications

“Everybody needs everyone”: a case study of workplace learning after a downsize

“Everybody needs everyone”: a case study of workplace learning after a downsize

Adopting a Cloak of Incompetence: Impression Management Techniques for Feigning Lesser Selves

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