Examining the class system in British museum employment

Sam Evans, a PhD researcher at the Department for Organizational Psychology, is leading a series of focus groups which will ask participants to reveal what it takes to get in and get on in the museum sector, and how social class shapes career chances and experiences.

I’m interested in how inequality is reinforced in the workplace. Class, until recently, has been surprisingly absent from the debate. Research into diversity or equality, often overlooks class, as does occupational psychology in general. Part of the reason for this absence is that class is not a legally protected characteristic, like age or gender, but also it is argued that there has been a more fundamental ‘individualisation’ of Western culture.

Class identities have become more difficult to see or express in the workplace. Our careers are thus seen as our responsibility, and we don’t often think or talk about the structural inequalities that might frame this. However, there is research suggesting inequality at work is increasing, professions are becoming more not less exclusive, and social mobility is declining.

I want to explore these issues in-depth in my research project, The Museum of Them and Us; I am interested not just in how people are classed, but also occupations, roles and organisations. I am particularly interested in why some careers and types of work favour some groups of people and not others. We assume anyone can get in and get on, no matter how tough, given they have the right personal qualities. But what is this really like for people from different backgrounds? I have chosen to look at museums, partly because I am familiar with the field, but also because visiting and working in museums is described as middle class. But why is this, does this account for all types of work, and what does this mean for people who might not be from middle-class backgrounds.

I don’t have a fixed definition of the term ‘class’ (this is a subject that has been debated for 150 years and most researchers recognise there is no one single definition), but am using Pierre Bourdieu’s concept of capital of class. This involves looking at the types of economic, social or cultural capital that are valued within different types of museum work and how this relates to the type of capital people actually have, or are able to acquire. Cultural capital is particularly important as this relates to accent, dress, education and knowledge of particular types of culture, and is often highly valued in cultural work.

I have already conducted interviews with representative bodies, trade unions and membership bodies as well as analysing reports and websites to look at how ‘getting and getting on is described’. I have found that, as with other research, museum work has become less secure and more competitive. The onus seems to be on the person to develop themselves as specialist and professional, and yet also flexible and versatile. This potentially makes it riskier and less beneficial for anyone entering the field. Class was talked about but was often described as difficult to see or measure, and most diversity initiatives were aimed at developing the individual to fit the required ways of working, rather than look more closely at how ways of working might be creating inequalities.

With the focus groups and interviews, on the one hand, I am asking people to talk about their work – what it takes to get in and on, how this might have changed, how this might be different for different roles, are some roles held in higher esteem than others and why. On the other hand, I want to talk about social class – what does it mean to people, do they think class matters and if so, how? I am also asking people to contribute images or photos that they think represent their work.

Take part in the focus groups:

If you have worked or volunteered for a museum you can take part in a focus group or an interview. If people think that class has mattered to them in particular, I am also conducting private interviews.

Taking part is confidential, enjoyable and you will be helping the sector. To take part in a focus group or an interview and for further information, please contact me or visit my website.

Thursday 5 April
6PM – 7.30PM, Birkbeck Main Building, Room MAL 420, Malet Street, WC1E 7HZ  

Wednesday 11 April
6.30PM – 8PM, Birkbeck Main Building, Room MAL 420, Malet Street, WC1E 7HZ.

Thursday 26 April
6PM – 7.30PM, Museums Association Offices, 42 Clerkenwell Close, London, EC1R 0AZ

Friday 18 May
2.30PM – 4PM, Birmingham Museum and Art Gallery, Chamberlain Square, Birmingham B3 3DH

Wednesday 23 May
6PM – 7.30PM, Museums Association Offices, 42 Clerkenwell Close, London, EC1R 0AZ

Thursday 7 June
4PM – 5.30PM, Whitworth Gallery, The University of Manchester, Oxford Road, Manchester, M15 6ER

Thursday 14 June
5.30PM – 7PM, M Shed, Princes Wharf, Wapping Road, Bristol, BS1 4RN

Or schedule an interview:
If you think social class has mattered to you personally in your work or career then you can take in part in an individual interview, by email, Skype or face to face (depending on your location).

If you are interested in finding out more, please contact Sam directly.

About Sam:

I studied History originally, and then spent about 25 years working in marketing in the museum, cultural and public sectors. A lot of my work was really about understanding people and organisational cultures as much as ‘doing’ marketing, hence my interest in studying organisational psychology.  I started studying part time about 8 years ago, first obtaining a degree in psychology at OU, then moving on to the MSc in Organisational Psychology at Birkbeck.

About the same time as graduating, I was made redundant, which forced a decision – stick to the marketing “battleship” I knew, or jump onto the less stable “raft” of psychology. I had already met some PhD students and Dr Rebecca Whiting who became my supervisor, and thought I would really like to study for a PhD here. So when I was offered a studentship, I took the leap. It’s been one of the best decisions I’ve ever made!

From Dr Rebecca Whiting, a lecturer in the Department of Organisational Psychology and Sam’s PhD supervisor:

Sam brings a wealth of experience to her research from working in this sector and an intellectual rigour from her academic training. Class is a challenging concept to research because of the many and sometimes conflicting ways in which its conceptualised and measured.

Many definitions reflect the relationship between class and socio-economic and cultural status. However, since class is not a ‘protected characteristic’ under the Equality Act 2010, it doesn’t always appear as an aspect of diversity in organizations, so is ripe for critical investigation. Museums are key locations of our socio-cultural heritage but are an under-researched context in organizational and occupational research.

This highlights the importance of Sam’s research which brings together this topic and context to explore how class impacts on museum work.

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Birkbeck’s BabyLab: Investigating neural underpinnings of the social brain

Anna Kolesnik, PhD candidate in Birkbeck’s Centre for Brain and Cognitive Development (CBCD) discusses the research in motion at the BabyLab, and why we’re crowdfunding to extend this research to toddlers.

How do babies become experts at processing the social world? Can we identify early neural correlates of this specialisation?

Previous investigations carried out at the BabyLab have explored rhythmic activity in the brain in response to social stimuli, finding evidence for early specialisation to faces and gaze as early as 4 months of age. Throughout the second half of the first year, we have seen evidence for increased perceptual narrowing in several aspects of cognition, allowing more efficient processing of incoming information. We also know that by age 2-3 years, toddlers become experts at navigating the social world and tune their attention to relevant information sources. This is also the time where first behavioural symptoms of neurodevelopmental disorders such as Autism emerge. Majority of our current understanding comes from cross-sectional research, which captures a ‘snap-shot’ in development. Here at the BabyLab, we want to study the early years continuously, which will increase our ability to identify and propose intervention strategies for infants at risk.  

GAmma and Brain-Based LanguagE Specialization study (GABBLES)
As part of my PhD project, I am running a longitudinal study with typically developing infants which aims to understand the neural basis of auditory and intercessory processing in the first year of life by examining changes in rhythmic neural activity in the brain. Using the predictions set out by Professor Mark Johnson’s ‘Interactive Specialisation’ framework, one of the leading theories of development in the field, we hope to isolate the fundamental sensory processes which precede the infants’ first words

Families with 5-month-old infants were recruited to take part in the study at the BabyLab in the Centre for Brain and Cognitive Development, with additional visits at 10 and 14 months. Fourteen babies form a subgroup of bilinguals, as they are exposed to a language other than English for a significant time. The testing protocol included tasks to evoke oscillatory activity in auditory and visual areas of the brain (which we record from passive sensors placed on the baby’s head). They also completed an eye-tracking session, which measured several aspects of pre-verbal language development and comprehension– including word recognition, language preference, and syllable matching tasks. These were accompanied by a standardised assessment of the infant’s cognitive and motor abilities. After the three visits were complete, parents were asked to complete questionnaires on their child’s behaviour, language and sleep until their children turn 2 years. Currently, data collection is almost complete and our lovely participants are entering toddlerhood.

Future directions
At present time, we are only able to collect parent-report questionnaires about language and social abilities of their toddlers. In some ways, this is useful as we can capture some individual differences in development on a behavioural level (i.e. language experience and vocabulary), and then go back and look at possible biomarkers (activation to a native vowel or attention to native/non-native speakers). Being able to follow up these children using wireless technology once they are verbal and actively engaging with the outside world would provide enormously rich insight into how our early brain specialisation affects later functional development. Further, we may be able to identify critical periods of maturation and change in order to generate the most effective interventions and improve outcomes in children with autism.

We are aiming to secure £30,000 in donations for the equipment for the new ToddlerLab. If you are interested in donating and contributing to the centre’s crucial research into children’s development, please see our crowdfunding campaign page.

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Eating Disorders in Type 1 Diabetes

Jacqueline Allan, PhD candidate and Associate Lecturer in Psychology, at Birkbeck discusses the little known but extremely dangerous prevalence of eating disorders in Type 1 Diabetics, and her charity Diabetics with Eating Disorders.

In 2014 I was lucky enough to be granted a Bloomsbury scholarship to undertake a PhD focussing on Eating Disorders in Type 1 Diabetes, including one known as ‘Diabulimia’, at Birkbeck. I’ve worked in this area since 2009 when I founded the registered charity Diabetics with Eating Disorders.

First, let me explain what Type 1 Diabetes is.

Type 1 Diabetes is an autoimmune disorder where the insulin-producing beta cells of the pancreas are mistakenly destroyed, making sugar in the body impossible to process. Insulin is one of the most vital hormones in the body – it ferries energy we consume in the form of carbohydrates to our muscles, organs and brain, so it is essential for every bodily function. For this reason, those with Type 1 must check their blood sugar every few hours and administer synthetic insulin to keep themselves safe. There are two main ways for administering insulin – Multiple Daily Injections using both long acting and short acting insulin, or Subcutaneous Infusion using an insulin pump.

Most of us utilise a carbohydrate-counting approach, whereby we know how many insulin units we need for every 10 grams of carbohydrate consumed and what our general background levels should be. If it sounds like a simple equation, it’s not.  Everything affects blood sugar – not just the obvious stuff like sports, illness or alcohol but stress, the weather, sleep, menstruation – its educated guesswork.

When it goes wrong, we are in immediate danger of death. Too much insulin and we can’t think as there is not enough fuel in the cells of the body. We shake, seize, our bodies have a fight or flight reaction and if not treated with sugar in a timely manner we risk falling into a coma and/or dying. Too little insulin and the body has to find other ways to get rid of sugar and provide energy for itself; sugar escapes into the bloodstream and is excreted in the urine while the body starts burning fat and muscle for fuel. The calories consumed can’t be processed and are not utilised, so the body is forced to cannibalise itself for energy. This process is called Diabetic Ketoacidosis – it is a life-threatening condition and the main symptom is massive weight loss. In this sense, we are borne into a world where everything is about food, injections, the looming threat of complications, hospitals and numbers with the knowledge that ignoring it all results in a substantial reduction in body size.

For decades, research has shown that those with Type 1 Diabetes have higher levels of eating disorders that their non-Diabetic counterparts. Anorexia, Bulimia and eating disorders not otherwise specified (EDNOS) are twice as prevalent, and insulin omission is present in around 40% of female patients. The statistics for men are not as clear but levels have been rising steadily since the early 90s.

My research looks at risk factors for the development of Eating Disorders in Type 1 Diabetes. I started my PhD in 2014 and found that there is a psychological vulnerability which, when combined with Diabetes-specific distress predicts higher eating disorder symptomology and higher levels of blood sugar. Having modelled these risks, I developed a multidisciplinary intervention delivered online to address them. I am in the process of writing them up at the moment, but initial results are positive.

I am also looking at another important question – are we measuring the right thing? One common feature of standard eating disorder questionnaires is that they ask questions which could directly relate to diabetes regimen, rather than eating disorder symptomology – for example, questions like ‘do you avoid specific food groups?’ Many Type 1 Diabetics deliberately avoid carbohydrates in order to control blood sugar as a lifestyle choice rather than an eating disorder. Similarly, many people investigate this population by asking these standard questions that are fundamentally flawed, without acknowledging the issue that insulin omission leads to weight loss.

We have made substantial inroads into treating Eating Disorders in Type 1 Diabetes and it has been a privilege to be involved centrally with that research. The National Institute for Health and Care Excellence (NICE) guidelines published earlier this year marked a watershed in recognising the issue, as did the documentary and radio piece with the BBC. There are now two NHS Trust programmes that deal with diabulimia which is more than when I founded the charity in 2009. We still have a long way to go.

The next big hurdle is recognising that Eating Disorders in Type 1 Diabetes is fundamentally different due to the nature of the illness itself and that insulin omission and diabulimia are unique. Hopefully, my research will help with that.

Watch: Diabulimia: The World’s Most Dangerous Eating Disorder

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What’s in a face? Birkbeck researchers delve into what facial expressions reveal

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Birkbeck scientists in residence at the Science Museum have recently run a live experiment with members of the public, to discover how much we understand about people simply by looking at their faces. Two members of the team report on their experiences.  

Ines Mares, postdoctoral research assistant in the Department of Psychological Sciences: As humans, we possess the remarkable ability to extract a wealth of information from even a brief glance at a face: we can identify people, judge the emotion they are feeling, assign character traits (rightly or wrongly), and in doing so, continue to thrive as a social species. Because faces are so interesting and processing them well is so important to us as humans, they made an ideal topic to explore in the context of the Science Museum’s ‘Live Science’ initiative.

In the Science Museum we ran a series of experiments to understand what factors make faces more rewarding or appealing – such as how attractive they were, the emotions they were displaying or how old the faces were. We were especially interested to see how these judgements related to our ability to recognise faces, and to see how our results would change for younger and older participants (our experiments tested children from five years of age to adults of almost 90!).

Dr Ines Mares explains the experiment to a participant.

Dr Ines Mares explains the experiment to a participant. 

“This was a great opportunity for us to engage directly with people and discuss the type of research we do and the questions that motivate us. It is also a unique chance to reach out and test a much more diverse set of people than we are conventionally able to do, with anyone aged from five to 105 invited to take part in our studies.”

Dr Marie Smith, Senior Lecturer, Lead Scientist with Dr Louise Ewing (UEA) and Professor Anne Richards (Birkbeck)

Conducting this type of study, in which we focused so closely on individual differences with such a broad audience was outstanding.  It was a unique opportunity to interact with people from very different backgrounds and ages – something that can be challenging to do in the university labs.

To begin with, we were concerned about people’s willingness to take part in our experiments, but after the first day at the museum we understood that people were interested in being involved and actually wanted to know more about our hypothesis and what motivated us to do this type of work. It was an amazing chance to discuss these topics with members of the public and get feedback on our work directly from them. Initially this idea seemed quite daunting to me, but I ended up loving it, since the majority of people who took part in our experiments (and we had almost 2500 participants) were really motivated and interested to know more – not only about face processing, but also about other aspects of science in general.

Being part of a team running experiments in the Science Museum was an amazing opportunity.  Without a doubt, I would repeat this experience, not only because of the amazing breadth of data we were able to collect, but also because of the opportunity it gave us as researchers to disseminate our work and discuss science in general.

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Professor Anne Richards explains the purpose of our study to an interested volunteer. 

Michael Papasavva, PhD student in the Department of Psychological SciencesEven when working in a hub-science such as psychology, lab life can become monotonous. Surrounded by friends and colleagues who share similar views and challenges, it’s very easy to lose yourself in the bubble of academia.

Michael Papasavva signs up another keen volunteer!

Michael Papasavva signs up another keen volunteer! 

I was thrilled when presented with the opportunity to get out of the lab and be a scientist in residence at the London Science Museum. This prospect invoked childhood memories of navigating this huge and stimulating environment on school trips and family days out; I knew that the experience was going to be awesome (in the nerdiest way possible).

Working as part of a team of 12 researchers, we ran experiments in the ‘Who Am I? Gallery.’ This is perhaps one of the more interesting areas of the museum; the space houses visiting scientists from various disciplines and facilitates their research. Members of the public are free to wander over and volunteer to participate in experiments (or query the location of the toilets or dinosaurs). Our team conducted a range of different face processing experiments that examined the role of development and individual difference on face memory and emotion processing. By the end of the residency, almost 2500 people had participated (832 children, 1487 adults), creating masses of data for us to explore once we were back in the lab.

In addition to generating novel information, it’s the responsibility of a scientist to disseminate that knowledge to the wider public. Our residency provided us with an opportunity to engage with a very wide demographic. I must admit, it was heart-warming to see our younger participants having so much fun with the masks and games we had set up to help draw in the crowds and that so many of our  older participants chose to stay back to discuss our project with us. People genuinely enjoyed giving back to science.

I would strongly recommend the Live Science project.

Photo credits: Science Museum Group Collection

The full science museum team: Dr Marie Smith (Senior Lecturer, Birkbeck), Professor Anne Richards (Birkbeck), Dr Louise Ewing (Lecturer, University of East Anglia), Dr Ines Mares (Post-doc, Birkbeck), Michael Papasavva (PhD Student, Birkbeck), Alex Hartigan (PhD Student, Birkbeck), Gurmukh Panesar (PhD Student, Birkbeck), Laura Lennuyeux-Comnene (RA, Birkbeck), Michaela Rae (RA, Goldsmiths College), Kathryn Bates (MSc student, Birkbeck), Susan Scrimgeour (MSc student, Birkbeck), Jay White (Intern, UCL Institute of Education).

Further information:

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