Early career researchers’ identity threats in the field: The shelter and shadow of collective support

Abstract

Based on an autoethnographic study of early career researchers’ field research experiences, we show how individuals deal with moments of discrimination that present identity threats. This is accomplished through participating in the construction of a shared holding environment to provide emotional shelter and resources for resultant identity work. We show how they collectively develop anticipatory responses to future identity threats and inadvertently how this allows the effects of discrimination to be both unchallenged and amplified. We draw implications for identity work theory, adding to current understandings of identity threats, tensions, and challenges and the dynamics through which these are addressed, avoided, or worked around, as well as the shadow side of such activities. We also offer practical implications about the business schools’ role in nurturing early career researchers’ identity work.

Immersion, drowning, dispersion and resurfacing: Coping with the emotions of ethnographic management learning

“…Some such relationships may be reciprocal where, as with Samaritans, expert guides listen to the ills of others and later turn back for guidance themselves or, as in the supervision of doctoral students, relationships may be more institutionalised and asymmetrical. It may be facilitated through a more collective approach to reflexivity involving two or more critical friends (Down, 2006; Gilmore and Kenny, 2015) who form networks designed to share experiences, make sense of difficulties and develop future strategies (Callagher et al, 2021). Where more detached debriefing is preferred, the use of professional counsellors or therapists may be employed (Mallon & Elliott, 2019).…”

“…This was the point that I had reached. That which Czarniawska (2008) describes as the inevitable challenges of immersive observation had began to threaten my personal and professional identity (Callagher et al, 2021) and even transmute my psychological, social and emotional self. The question was how to deal with the pain and counter the toxicity.…”

After the Pain: Reflexive Practice, Emotion Work and Learning

“…Managers that deliberately engage with the process will enhance both their repertoires and their ability to connect with emotional experience. The development of this ability is also important in academic contexts, where all educators face situations laden with emotions in the classroom and in field research (Callagher et al, 2021), as well as anxiety arising from feelings of lost identity when transitioning to academic management (Brown et al, 2021). We believe that enhancing repertoires of emotion work leads to an enhanced ability to deal with situations that give rise to powerful negative emotions, while also avoiding a traumatic burden associated with long-term emotional containment.…”

“…An organizational context that is conducive to such emotion work does not mean managers taking responsibility for regulating emotion (Dasborough et al, 2009) but for acting on, and potentially shaping, the context of interaction in general and in the manager–employee relationship in particular. Academic contexts provide settings in which there is a particular degree of struggle, disruption and confusion about the nature of work (Callagher et al, 2021; Knights & Clarke, 2014), in which the role of the manager is also contested. This means that managers in academic settings need to shape the context indirectly, through supporting peer development of collegial and community structures.…”

Towards liminality competence: a migrant's talent identity narratives for re-imagining global talent management

“…In this study, narratives were formed, created and generated through interactive and reflexive discussions, interactive dialogue and self-reflection (Fernando et al, 2020). Multiple methods were adopted in generating and analysing the reflective self-written narratives (Fernando et al, 2020), including: interviews (Beech, 2011, Callagher et al, 2021 and use of technological platforms (Brewis, 2014), such as emails and WhatsApp text messages. Such interactive connections allowed additional time and space for Robert to reflect on his experiences and for all three collaborative autoethnographers to frame co-constructed narratives (Callagher et al 2021).…”