ABSTRACT
This article explores the contribution agent-based modeling (ABM) can make to the study of LGBTQ workplace inequalities and, conversely, how ABM can adapt to theoretical traditions integral to LGBTQ studies. It introduces an example LGBTQ workplace model, developed as part of the CILIA-LGBTQI+ project, to illustrate how ABM complements existing methods, can address methodological binarism and bridge macro and micro accounts within LGBTQ studies of the workplace. The model is intended as an important starting point in developing the role of ABM in LGBTQ research and for bridging qualitative- and quantitative-derived insights. Likewise, the article discusses some approaches for negotiating theoretical and methodological tensions identified when integrating queer and intersectional insight with ABM.
Subject(s)
Sexual and Gender Minorities , Humans , Gender Identity , Workplace , NegotiatingABSTRACT
Millions were affected by COVID-19 school closures, with parents and schools caught unprepared. Education is expected to play a role in creating equal opportunities, so transferring schooling responsibilities to families may have increased learning inequalities generated by family backgrounds. We examined the time students spent on home learning and explored the role of the schools' distance teaching provision in explaining differences traditionally attributed to parental education, eligibility for free school meals, ethnic background and single parenthood. Using the Understanding Society COVID-19 dataset, we found children who received free school meals, single-parent families and children with parents with lower formal education qualifications and Pakistani or Bangladeshi backgrounds spent significantly less time on schoolwork. However, schools' provision of offline and online distance teaching and homework checking significantly increased the time spent on learning and reduced some inequalities, demonstrating the policy relevance of digital preparedness to limit learning loss in school closures.
