Journal of Social Issues最新文献_第2页

Peer power: The role of peers on the sociopolitical development of immigrant-origin Latinx youth 同伴权力：同伴在拉丁裔移民青年的社会政治发展中的作用

IF 3.5 1区社会学

Journal of Social Issues Pub Date : 2026-07-02 DOI: 10.1111/josi.70077

Corissa Draper, Missy Fuentes Delgado, Blake Glatley, Rosario Barraza, Wendy de los Reyes

引用次数: 0

We are Resolved: Critical consciousness development among Black and Latino boys in schools 我们下定决心：学校黑人和拉丁裔男孩的批判意识发展

IF 3.5 1区社会学

Journal of Social Issues Pub Date : 2026-07-02 DOI: 10.1111/josi.70072

Soe Young Lee, Xinyu Gu, Tina M. Durand, Michael A. Medina

引用次数: 0

Correction to “(Critical) Multicultural Cues Promote Identity Safety and Desire to Learn About STEM Inequity Among Students of Color” 更正“（关键）多元文化线索促进了有色人种学生的身份安全和学习STEM不平等的愿望”

IF 3.5 1区社会学

Journal of Social Issues Pub Date : 2026-07-01 DOI: 10.1111/josi.70076

引用次数: 0

Stories in Action: Childhood Counternarrative Development and Emerging Adult Social and Critical Action 行动中的故事：童年反叙事发展与新兴成人社会与批判行动

IF 3.5 1区社会学

Journal of Social Issues Pub Date : 2026-06-26 DOI: 10.1111/josi.70071

David L. Gordon Jr, Regina D. Langhout

{"title":"Stories in Action: Childhood Counternarrative Development and Emerging Adult Social and Critical Action","authors":"David L. Gordon Jr, Regina D. Langhout","doi":"10.1111/josi.70071","DOIUrl":"https://doi.org/10.1111/josi.70071","url":null,"abstract":"<div>\u0000 \u0000 <p>This study examines how children (9–12 years old) construct liberatory counternarratives regarding adultism within a youth participatory action research (YPAR) program and how these narratives inform social and critical action in adulthood. Analyzing archival ethnographic data and interviews with former participants both as children (<i>n</i> = 30, or all children in the program) and emerging adults (<i>n</i> = 5) via thematic analysis and the Listening Guide (LG), the study reveals children utilized critical dialogue to challenge dominant narratives about youth capabilities. Results indicate dialogue enabled children to name power disparities and articulate counternarratives, voiced in poems created through the LG process. Furthermore, emerging adults continued to leverage these childhood counternarratives, prioritizing collaboration, advocacy, and the elevation of marginalized voices in their social justice efforts. Implications suggest that to support long-term critical action, adults must prioritize critical dialogue, making space for youth to interrogate dominant narratives and mobilize their liberatory truths.</p>\u0000 </div>","PeriodicalId":17008,"journal":{"name":"Journal of Social Issues","volume":"82 3","pages":""},"PeriodicalIF":3.5,"publicationDate":"2026-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148324866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Inquiry-Based Learning for Sustained Adolescent Critical Action: A Systematic Review 探究性学习对青少年持续批判行为的影响：系统回顾

IF 3.5 1区社会学

Journal of Social Issues Pub Date : 2026-06-21 DOI: 10.1111/josi.70067

Bernardette J. Pinetta, Hilary A. Simpson, Sarah M. Stilwell

{"title":"Inquiry-Based Learning for Sustained Adolescent Critical Action: A Systematic Review","authors":"Bernardette J. Pinetta, Hilary A. Simpson, Sarah M. Stilwell","doi":"10.1111/josi.70067","DOIUrl":"https://doi.org/10.1111/josi.70067","url":null,"abstract":"<div>\u0000 \u0000 <p>In an educational climate marked by increasing censorship and the marginalization of historically oppressed communities, fostering critical consciousness (CC) among adolescents is both urgent and necessary. Schools can function as transformative spaces where students critically examine social inequities and work to address them. This systematic review examines how inquiry-based learning approaches (IBL), specifically Project-Based Learning (PBL) and Youth Participatory Action Research (YPAR) facilitated adolescents’ engagement in critical action. Grounded in a sociopolitical development framework, the review analyzes how these pedagogies cultivate social analysis, and political agency. Twenty-five studies (23 YPAR; 2 PBL) were included. Findings indicate that PBL and YPAR foster opportunities for adolescents to interrogate power structures, develop collective strategies, and engage in critical action beyond the classroom. Overall, this review posits IBL as a powerful approach for advancing educational equity and youth empowerment, composed of seven key mechanisms that foster students’ critical action. Through this review, we map specific inquiry-based strategies that facilitate adolescents’ critical consciousness development from reflection to action within a classroom setting. We emphasize key recommendations for research, practice, and policy.</p>\u0000 </div>","PeriodicalId":17008,"journal":{"name":"Journal of Social Issues","volume":"82 3","pages":""},"PeriodicalIF":3.5,"publicationDate":"2026-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148292500","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Adolescent Daily Critical Action During the 2024 US Election 2024年美国大选期间青少年的每日关键行动

IF 3.5 1区社会学

Journal of Social Issues Pub Date : 2026-06-21 DOI: 10.1111/josi.70070

Jacqueline Cerda-Smith, Sholeh Najafian, Shevaun D. Neupert, Kelly Lynn S. Mulvey

引用次数: 0

When Policies Remove Identity Safety: Anti-DEI Laws, Prospective Students’ Perceptions, and University Messaging 当政策消除身份安全：反dei法律，未来学生的看法，和大学信息

IF 3.5 1区社会学

Journal of Social Issues Pub Date : 2026-06-17 DOI: 10.1111/josi.70060

Alexandra Garr-Schultz, Skyler R. Carter

{"title":"When Policies Remove Identity Safety: Anti-DEI Laws, Prospective Students’ Perceptions, and University Messaging","authors":"Alexandra Garr-Schultz, Skyler R. Carter","doi":"10.1111/josi.70060","DOIUrl":"https://doi.org/10.1111/josi.70060","url":null,"abstract":"<div>\u0000 \u0000 <p>In a world of educational inequality, diversity, equity, and inclusion (DEI) initiatives aim to boost the participation and success of marginalized students and act as identity safety cues on campus. A recent torrent of anti-DEI legislative initiatives threatens this safety. Across three experimental studies, the current work examines the consequences of threat introduced via anti-DEI policies in higher education and potential university responses. In Study 1 (<i>N </i>= 639), participants anticipate compromised identity safety, worse performance, and report decreased interest in attending a university with an anti-DEI (vs. control, pro-DEI) policy. Study 2 (<i>N </i>= 229) replicates results and demonstrates that both fewer expected resources and weaker multiculturalism mediate the policy's impact on outcomes; qualitative data corroborates findings. Study 3's (<i>N </i>= 302) university messaging strategy shows public disapproval of anti-DEI policies reinstates some identity safety. Findings highlight psychological and institutional costs of anti-DEI laws, while advancing safety cue theory by illuminating impacts of cue removal.</p>\u0000 </div>","PeriodicalId":17008,"journal":{"name":"Journal of Social Issues","volume":"82 2","pages":""},"PeriodicalIF":3.5,"publicationDate":"2026-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148282167","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

We Are (Not) All in This Together: Examining When Shared Adversity Messaging Is Effective for Fostering Identity-Safety Among Black Women 我们（不是）都在一起：研究分享逆境信息何时对培养黑人女性的身份安全有效

IF 4.7 1区社会学

Journal of Social Issues Pub Date : 2026-06-13 DOI: 10.1111/josi.70068

Evava S. Pietri, India R. Johnson, Veronica Derricks

{"title":"We Are (Not) All in This Together: Examining When Shared Adversity Messaging Is Effective for Fostering Identity-Safety Among Black Women","authors":"Evava S. Pietri, India R. Johnson, Veronica Derricks","doi":"10.1111/josi.70068","DOIUrl":"https://doi.org/10.1111/josi.70068","url":null,"abstract":"<div>\u0000 \u0000 <p>Black women feel connected to leaders whom they view as having shared adversity. Examining this phenomenon in the U.S. during the COVID-19 pandemic, Study 1 found that when a Black (but not White) female leader expressed her personal struggles, Black women participants identified with her, viewed her as having a shared reality about the pandemic, and anticipated more identity-safety in her company. Participants with relatively higher awareness of the pandemic's harmful impact on Black Americans indicated higher identity-safety in the Black female leader, but not the White female leader, condition. However, in Study 2, when a White female leader acknowledged pandemic racial health disparities, Black women participants with more awareness of the pandemic's impact believed this White female leader had a stronger shared reality about the pandemic and indicated higher identity-safety at her company. Overall, this research has implications for leader messaging that foster identity-safety during stressful societal events.</p>\u0000 </div>","PeriodicalId":17008,"journal":{"name":"Journal of Social Issues","volume":"82 2","pages":""},"PeriodicalIF":4.7,"publicationDate":"2026-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148238177","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Sociopolitical Practices Supporting Youth Critical Action: Reflections on Play, Performance and Protagonismo 支持青年批判行动的社会政治实践：对戏剧、表演和主角主义的反思

IF 4.7 1区社会学

Journal of Social Issues Pub Date : 2026-06-12 DOI: 10.1111/josi.70069

Jesica Siham Fernández

引用次数: 0

Can Gender-Inclusive Language Function as an Identity Safety Cue? The Impact of Gendered Language Forms on Job Application Decisions Among Gender/Sex Minorities and Majorities 性别包容性语言能否作为身份安全提示？性别语言形式对性别/性别少数群体和性别多数群体求职决策的影响

IF 4.7 1区社会学

Journal of Social Issues Pub Date : 2026-06-10 DOI: 10.1111/josi.70065

Caan Hollenbach, Anette Rohmann

{"title":"Can Gender-Inclusive Language Function as an Identity Safety Cue? The Impact of Gendered Language Forms on Job Application Decisions Among Gender/Sex Minorities and Majorities","authors":"Caan Hollenbach, Anette Rohmann","doi":"10.1111/josi.70065","DOIUrl":"https://doi.org/10.1111/josi.70065","url":null,"abstract":"<p>Biases toward one's gender/sex can lead to caution when choosing a workplace. Cues indicating identity safety or threat during the application process may influence employment decisions. We examined whether gender-inclusive, compared to gender-exclusive, language serves as such a cue. In Study 1, trans and/or nonbinary individuals evaluated job and organizational aspects based on differently gendered job advertisements. In Study 2, participants of all genders/sexes rated their willingness to apply based on differently gendered organizational self-descriptions. Gender-inclusive language led to more positive organizational evaluations (Study 1). It interacted with gender/sex in affecting willingness to apply (Study 2), mediated by perceived gender essentialism, anticipated stigmatization, and procedural fairness. Endosex cis individuals were unaffected by the language form, whereas trans, intersex, nonbinary, and agender individuals perceived gender-inclusive language as an identity safety cue. Gender-inclusive language offers organizations a way to signal that all genders/sexes are welcome.</p>","PeriodicalId":17008,"journal":{"name":"Journal of Social Issues","volume":"82 2","pages":""},"PeriodicalIF":4.7,"publicationDate":"2026-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josi.70065","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148237882","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0