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OECD reports a mismatch between field of study and job content for Humanities students, while at the same time signalling labour market shortages for skills that seem clearly linked with the Humanities, e.g. delivering information. In order to investigate which skills Humanities students associate with their university studies, we conducted a survey among 1306 European Humanities and 231 non-Humanities students. The survey asked these students whether they felt they acquired skills during their Humanities university education which were identified in a pilot phase. The students' answers were analysed quantitatively, arriving at a Humanities self-perception skills profile of 70 detailed descriptions of skills that fall under six clusters. We argue that this profile could be a crucial step to improve the employability of Humanities students, as students' perceptions of their skills greatly determine the quality of transition to the labour market.

This research tests whether self-labelling with a derogatory or reclaimed label is perceived as an act of reclamation. A pilot study (N = 102) identified English terms used to label lesbian women and gay men. The main study (N = 276) used a between-groups vignette design in which participants read about a woman/man self-labelling with a descriptive (lesbian/gay), reclaimed (queer), or derogatory group (dyke/fag) label. We assessed perceptions of the speaker (control/influence, agency, and efficacy) and group power, label offensiveness, and the likelihood of using the label in the future. Descriptive labels were perceived as less offensive and more likely to be used compared to reclaimed and derogatory labels. For gay men, using a derogatory label compared to other labels decreased perceived agency, but did not influence control/influence and efficacy. For lesbian women, there were no differences in perceptions of power depending on the label used. [ABSTRACT FROM AUTHOR]

OECD reports a mismatch between field of study and job content for Humanities students, while at the same time signalling labour market shortages for skills that seem clearly linked with the Humanities, e.g. delivering information. In order to investigate which skills Humanities students associate with their university studies, we conducted a survey among 1306 European Humanities and 231 non-Humanities students. The survey asked these students whether they felt they acquired skills during their Humanities university education which were identified in a pilot phase. The students' answers were analysed quantitatively, arriving at a Humanities self-perception skills profile of 70 detailed descriptions of skills that fall under six clusters. We argue that this profile could be a crucial step to improve the employability of Humanities students, as students' perceptions of their skills greatly determine the quality of transition to the labour market. [ABSTRACT FROM AUTHOR]

We present a case study of a small talk sequence in a Belgian workplace between two female colleagues with a migration background, in which they share stories with each other on racial micro-aggressions they personally experienced. We draw on the social practice approach and focus on the narrators' identity work in this interaction. We found that the narrators construct stories in which powerless and outgroup identities are projected upon them in the storyworld, but by means of which more empowered identities and an ingroup with the interlocutor are talked into being in the storytelling world. Interestingly, these findings can be linked to the rejection-identification dynamic. This social psychological model shows that individuals who experienced discrimination are able to buffer negative consequences to their psychological well-being by identifying with the group that is discriminated against. This article adds to this earlier research by showing the crucial role of language, in particular of storytelling and small talk, in this rejection-identification dynamic. [ABSTRACT FROM AUTHOR]