Sociological Focus最新文献_第6页

Ambiguous but Crucial Boundaries - Professionals Differentiating Sibling Abuse from Sibling Quarrels 模糊但关键的界限-专业人士区分兄弟姐妹虐待和兄弟姐妹争吵

Sociological Focus Pub Date : 2023-02-20 DOI: 10.1080/00380237.2023.2180466

Anna Rypi

{"title":"Ambiguous but Crucial Boundaries - Professionals Differentiating Sibling Abuse from Sibling Quarrels","authors":"Anna Rypi","doi":"10.1080/00380237.2023.2180466","DOIUrl":"https://doi.org/10.1080/00380237.2023.2180466","url":null,"abstract":"ABSTRACT The subject of sibling violence is a blind spot in both social research and popular culture in Sweden, where we have conducted our empirical study. There is a normalizing discourse around sibling quarreling, with the act generally being seen as a natural part of children’s development. On the other hand, there is a problematizing discourse in an international context; violence perpetrated by and against a sibling has been highlighted as one of the most common forms of violence perpetrated against children. However, the difference between sibling quarrel (or rivalry) and sibling violence (or abuse) often does not come out clearly in existing studies. To put sibling violence on the map of existing societal problems, we need to both critically review definitions and examine how the phenomenon of sibling violence differs from related phenomena, such as sibling quarrels, in the experience of professionals who (potentially) meet victims in their work. The emphasis in the article is on social boundary work, analyzing interviews with social workers and psychotherapists regarding this phenomenon. The analysis shows that it is possible to define sibling violence, though complex, when it comes to how the boundaries are shaped and interpreted in concrete social and psychological work, as well as different situations and contexts.","PeriodicalId":39368,"journal":{"name":"Sociological Focus","volume":"56 1","pages":"209 - 225"},"PeriodicalIF":0.0,"publicationDate":"2023-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41319132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Elite Feminist Adherence and Framing: Women Nobel Laureates Speak Out against Gender Inequality 精英女权主义的坚持和框架:女性诺贝尔奖获得者反对性别不平等

Sociological Focus Pub Date : 2023-02-20 DOI: 10.1080/00380237.2023.2178047

A. Hendley, H. Hurwitz

{"title":"Elite Feminist Adherence and Framing: Women Nobel Laureates Speak Out against Gender Inequality","authors":"A. Hendley, H. Hurwitz","doi":"10.1080/00380237.2023.2178047","DOIUrl":"https://doi.org/10.1080/00380237.2023.2178047","url":null,"abstract":"ABSTRACT As feminist movements have become more diffuse, feminisms have increasingly emerged from and thrived within unexpected, “other” spaces. Elites have the potential to be powerful feminist adherents in social movement organizations as well as in these “other” spaces, yet we know little about the heterogeneity of their feminisms. We examined an understudied group of elites – women Nobel laureates – and the ways they forward a variety of feminisms across a range of historical and professional contexts. Drawing on a content analysis of 76 speeches, we examined if laureates express feminist adherence, how adherents frame gender inequality, and how adherence and framing vary over time and across award categories. Of all women Nobel laureates analyzed, nineteen expressed feminist adherence, framing gender inequality as: 1) women’s underrepresentation among laureates, 2) women’s oppression under patriarchy, and/or 3) not just a women’s issue. Feminist adherence became more common over time, and use of the third, most expansive and intersectional frame was especially concentrated within recent decades (more so than the other two frames). Peace and Literature laureates were more likely than Science laureates to express feminist adherence and to frame issues beyond the gender disparity among laureates. We argue that the variation in adherence and framing correspond to differences in laureates’ historical context and field of work. Our analysis responds to calls for more comparative research on framing, and we contribute to scholarship about variation in feminist attitudes by showing how historical conditions and professional communities can both influence adherence to and articulations of feminism.","PeriodicalId":39368,"journal":{"name":"Sociological Focus","volume":"56 1","pages":"153 - 171"},"PeriodicalIF":0.0,"publicationDate":"2023-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42707590","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Black Men vs. White Men Pursuing Undergraduate STEM Programs in the Ivory Tower: The Academic and Social Impediments Regarding Our Divergent Success 在象牙塔中攻读本科STEM课程的黑人与白人:关于我们不同成功的学术和社会障碍

Sociological Focus Pub Date : 2023-01-02 DOI: 10.1080/00380237.2023.2168811

B. Spencer

{"title":"Black Men vs. White Men Pursuing Undergraduate STEM Programs in the Ivory Tower: The Academic and Social Impediments Regarding Our Divergent Success","authors":"B. Spencer","doi":"10.1080/00380237.2023.2168811","DOIUrl":"https://doi.org/10.1080/00380237.2023.2168811","url":null,"abstract":"ABSTRACT The objective of this qualitative research study was to investigate the academic and social experiences of Black men and White men currently enrolled in STEM doctoral programs who reflect back on their STEM undergraduate experiences (N = 37). Overall, this study explores the strategies they utilized to succeed despite enduring obstacles of all sorts. Utilizing both critical race theory and critical whiteness studies to further position this study, findings indicate that several White men were challenged by difficult STEM coursework, which led to them failing examinations or select courses altogether. By contrast, Black men succeeded academically but struggled to obtain faculty support as well as acquire access to various forms of academic and social capital. Additionally, both Black men and White men struggled with decreasing psychological health and well-being for distinct reasons. Black men succumbed to racial battle fatigue, acute isolation and alienation, and intellectual self-doubt due to racial prejudice. On the other hand, White men struggled psychologically because they were afraid of failing out of their STEM majors due to a lack of academic preparation. To ensure their success, both Black men and White men relied on advocating for themselves to ensure they received the support they needed, but for different reasons. White men were more likely to advocate for academic reasons (e.g., wanted particular classes to be taught), whereas Black men advocated for non-academic reasons (e.g., wanted to stop the pervasive role of racism they experienced).","PeriodicalId":39368,"journal":{"name":"Sociological Focus","volume":"56 1","pages":"56 - 80"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43537012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Exploring Different Patterns of Gender Ideology across College Majors 大学生性别意识形态的差异研究

Sociological Focus Pub Date : 2023-01-02 DOI: 10.1080/00380237.2023.2166178

V. Patel, S. Young, C. Schleifer, Simon G. Brauer

{"title":"Exploring Different Patterns of Gender Ideology across College Majors","authors":"V. Patel, S. Young, C. Schleifer, Simon G. Brauer","doi":"10.1080/00380237.2023.2166178","DOIUrl":"https://doi.org/10.1080/00380237.2023.2166178","url":null,"abstract":"ABSTRACT Research shows that college education and college major are related to attitudes about gender. However, little research has focused on within-major gender differences, and studies that do frequently rely on small, college-specific samples. Larger, national datasets frequently do not include information on college major and are often cross-sectional, making it difficult to account for selection processes. Using the General Social Survey and several advanced statistical analyses that partially address selection effects, we ask: “Do patterns of gender ideology vary among those who have completed different college majors?” We find that men with degrees in education are more egalitarian than other men, while women with degrees in primarily male-dominated fields like mathematics and engineering have more egalitarian views than other women. Conditioning on college major selection, we find that women with degrees in professional areas, health, humanities, and technology, engineering, and mathematics (TEM) fields are more egalitarian than men with the same degree, while men with degrees in education have more egalitarian gender ideologies than women with the same degree.","PeriodicalId":39368,"journal":{"name":"Sociological Focus","volume":"56 1","pages":"20 - 55"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47480451","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

How the Incomplete Medicalization of Cannabis Shapes Patient Experiences 大麻的不完全药物化如何影响患者体验

Sociological Focus Pub Date : 2023-01-02 DOI: 10.1080/00380237.2022.2163014

Matt Reid

引用次数: 0

Compartmentalizing Communities or Creating Continuity: How Students Navigate LGBQ+ Identity Within and Beyond College 划分社区或创造连续性:学生如何在大学内外定位LGBQ+身份

Sociological Focus Pub Date : 2023-01-02 DOI: 10.1080/00380237.2022.2164389

B. Silver, Lily Krietzberg

{"title":"Compartmentalizing Communities or Creating Continuity: How Students Navigate LGBQ+ Identity Within and Beyond College","authors":"B. Silver, Lily Krietzberg","doi":"10.1080/00380237.2022.2164389","DOIUrl":"https://doi.org/10.1080/00380237.2022.2164389","url":null,"abstract":"ABSTRACT Sociologists are working to expand knowledge about the experiences of lesbian, gay, bisexual, and queer (LGBQ+) college students. Yet there is little research on how these students come to navigate their identities over the course of higher education. Analyzing in-depth interviews with 20 LGBQ+ college seniors, this study finds evidence of two ways of making meaning of LGBQ+ identity that correspond with two strategies for managing identity disclosure. One group of participants described being LGBQ+ as a painful or peripheral identity; they compartmentalized communities, revealing their identity in some settings but not others. Meanwhile, a second group of participants perceived LGBQ+ identities as a source of pride and core to their sense of self. They created continuity by disclosing their sexual orientation across settings. These strategies extended to students’ plans for after college as they anticipated how they would navigate their identities following graduation. Our findings have implications for students’ experiences in higher education and opportunities in the transition to post-baccalaureate life.","PeriodicalId":39368,"journal":{"name":"Sociological Focus","volume":"56 1","pages":"1 - 19"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44639728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Removal of the Environment: Time’s Symbolic Annihilation of Environmental Issues as Cover Stories 环境的移除:时代对环境问题作为封面故事的象征性湮灭

Sociological Focus Pub Date : 2023-01-02 DOI: 10.1080/00380237.2023.2166180

Jerrod H. Yarosh

引用次数: 0

The Cultural Capital of Migrants and Language Maintenance across Generations: Vietnamese Families in Australia 移民的文化资本和跨代的语言维护:澳大利亚的越南家庭

Sociological Focus Pub Date : 2022-12-08 DOI: 10.1080/00380237.2022.2154295

Giang Tran

引用次数: 1

“I Think That’s the Norma Rae in Me”: Teachers’ Perceptions of Outcomes for the 2018 Oklahoma Teacher Walkout “我认为那是我的Norma Rae”:教师对2018年俄克拉何马州教师罢工结果的看法

Sociological Focus Pub Date : 2022-10-02 DOI: 10.1080/00380237.2022.2134238

Jessica L. Schachle

{"title":"“I Think That’s the Norma Rae in Me”: Teachers’ Perceptions of Outcomes for the 2018 Oklahoma Teacher Walkout","authors":"Jessica L. Schachle","doi":"10.1080/00380237.2022.2134238","DOIUrl":"https://doi.org/10.1080/00380237.2022.2134238","url":null,"abstract":"ABSTRACT In 2018, teacher walkouts were erupting across the United States due to a lack of funding and teacher pay. While the success of these walkouts varied by state, the Oklahoma teacher walkout did not achieve all its goals, as state lawmakers were not willing to establish a consistent means of funding for education. Despite this defeat, participants reported that they found their participation meaningful. Why? This article utilizes 20 in-depth interviews to show that movement participants sometimes view collective identity and social ties as important movement outcomes. Previous studies focused on movement wins and losses have highlighted that identity and social ties can be framed as key movement outcomes. However, literature has not considered how, despite notable losses, movement participants still acknowledge that they are happy to have participated in the movement as long as they gain a personal or biographical outcome. Furthermore, literature has yet to address how these outcomes manifest in teacher movements. By including considerations for biographical and personal outcomes for movements that fail to achieve notable legislative changes, future research will be able to highlight the importance of participant-identified satisfaction. Additionally, these outcomes may be particularly important to consider in the context of teacher walkouts because fringe benefits can contribute to enhanced feelings of solidarity that may lay the groundwork for future movements.","PeriodicalId":39368,"journal":{"name":"Sociological Focus","volume":"55 1","pages":"336 - 352"},"PeriodicalIF":0.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43471660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

NCSA 2022 John F. Schnable Teaching Address: Teaching in the Age of Accountability: What’s a Sociologist to Do? NCSA 2022 John F. Schnable教学演讲:问责时代的教学:社会学家该怎么做?

Sociological Focus Pub Date : 2022-10-02 DOI: 10.1080/00380237.2022.2127562

M. S. Senter

{"title":"NCSA 2022 John F. Schnable Teaching Address: Teaching in the Age of Accountability: What’s a Sociologist to Do?","authors":"M. S. Senter","doi":"10.1080/00380237.2022.2127562","DOIUrl":"https://doi.org/10.1080/00380237.2022.2127562","url":null,"abstract":"ABSTRACT The pandemic has exacerbated the dilemmas facing college students and their institutions of higher education, and the pressures on institutions to be accountable to multiple stakeholders have, if anything, increased. No one is opposed to accountability in principle. The issue, rather, is who determines what constitutes academic quality and the key dimensions of student success. A substantial literature now exists highlighting the problems that accrue when neoliberal thinking gains ascendancy in higher education. What is not stressed enough in these discussions are the implications of the neoliberal audit mentality on pedagogy itself – on how we teach. I will discuss the negative impact on teaching of three accountability systems that are widely institutionalized on college campuses – the student evaluation of teaching at the end of the semester, the assessment of student learning in the major, and program review of the major or academic program. Further, I will outline ways that we as sociologists might act as individual faculty members, as members of departments, or as members of larger professional organizations to resist or mitigate those pressures. As sociologists, we should be well positioned to see beyond the individual course or career and to argue for the collective with a reality sui generis.","PeriodicalId":39368,"journal":{"name":"Sociological Focus","volume":"55 1","pages":"322 - 335"},"PeriodicalIF":0.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44816717","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0