Feminism & Psychology最新文献

{"title":"Thanks to guest editors, manuscript reviewers, and student presentation reviewers","authors":"A. Locke, R. Capdevila, A. Abeyasekera, Bipasha Ahmed, J. Akhurst, Lutfiye Ali, Kristin Anderson, Eleni Andreouli, Catherine Archer, Aurélie Athan, Rosemary Auchmuty, Rebecca Barnes, Bethan Benwell, Siân Beynon-Jones, Fiona Bloomer, F. Boonzaier, Marlee Bower, Kirsty Budds, E. Burman, Jane Callaghan, Christine Campbell, Hugo Canham, Justin Canty, Julia Carter, B. Catlett, F. Cavazzoni, J. Cermele, Netta Chachamu, R. Chadwick, Jane Chalmers, M. Chiweshe, Marianne Clark, J. Cole, J. Cornell, C. Corradi, S. Crabb, Kathy Davis, Stephanie Davis, Katy Day, João de Oliveira, K. Desborough, N. Dess, A. Devor, N. Donaghue, C. Donovan, S. Duncan, A. Dwyer, N. Edley, Y. Ehrstein, Rochelle Einboden, María-Alejandra Energici, A. Evans, E. Fairchild, Pani Farvid, Tracey Feltham-King, M. Fine, Yvette G. Flores, Jessica Francombe-Webb, Kathryn E Frazier, May Friedman, H. Frith, M. Gamburd, Rosalind Gill, Sarah Gillborn, Jessie Goicoechea, D. Goodley, A. Gouws, Darci Graves, A. Greene, C. Groenewald, Yasmine Hamdi Loza, T","doi":"10.1177/09593535221133576","DOIUrl":"https://doi.org/10.1177/09593535221133576","url":null,"abstract":"Asha Abeyasekera Bipasha Ahmed Jacqueline Akhurst Lutfiye Ali Kristin Anderson Eleni Andreouli Catherine Archer Aurélie Athan Rosemary Auchmuty Rebecca Barnes Bethan Benwell Siân Beynon-Jones Fiona Bloomer Floretta Boonzaier Marlee Bower Kirsty Budds Erica Burman Jane Callaghan Christine Campbell Hugo Canham Justin Canty Julia Carter Beth Catlett Federica Cavazzoni Jill Cermele Netta Chachamu Rachelle Chadwick Jane Chalmers Malvern Chiweshe Marianne Clark Jenny Cole Josephine Cornell Consuelo Corradi Shona Crabb Kathy Davis Stephanie Davis Katy Day João de Oliveira Karen Desborough Nancy Dess Aaron Devor Ngaire Donaghue Catherine Donovan Simon Duncan Angela Dwyer Nigel Edley Yvonne Ehrstein Rochelle Einboden Reviewer List","PeriodicalId":47643,"journal":{"name":"Feminism & Psychology","volume":"348 1","pages":"597 - 599"},"PeriodicalIF":5.4,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82584754","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Navigating feminist and biomedical conceptual frameworks in educational interventions for eating disorders: Spanish educators’ understandings of the causes and treatment of eating disorders","authors":"M. García-Ruiz, Paulo Padilla-Petry","doi":"10.1177/09593535221134173","DOIUrl":"https://doi.org/10.1177/09593535221134173","url":null,"abstract":"The biomedical view of eating disorders (EDs) dominates in their classification and treatment regardless of the importance of sociocultural factors in EDs. Critical feminist approaches to EDs try to relate them to oppressive situations, disempowerment and the construction of gender. Educational interventions with people with EDs may be an alternative to biomedical approaches, giving them opportunities to tell their stories, listen to themselves and take control of their lives. This article presents a thematic analysis of semi-structured interviews with professionals who carry out educational interventions for people with EDs. Findings show that the biomedical description and treatment of EDs remain unchallenged and recognising client voice may be a problem, even in educational interventions. Also, the potential negative consequences of the rigid control of the clients’ lives seem to be ignored. Feminist approaches to EDs are acknowledged but do not seem to guide any intervention. Sociocultural critical stances that would recognise the coherence or the transitions between what is considered as healthy and sick eating also seem to be lacking.","PeriodicalId":47643,"journal":{"name":"Feminism & Psychology","volume":"159 1","pages":"295 - 313"},"PeriodicalIF":5.4,"publicationDate":"2022-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76698621","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Dress codes written for dietetics education programs: A Foucauldian discourse analysis","authors":"Michele A “Shelly” DeBiasse, Shannon M. Peters, Baderha Bujiriri","doi":"10.1177/09593535221126797","DOIUrl":"https://doi.org/10.1177/09593535221126797","url":null,"abstract":"Organized in the US in 1917, dietetics emerged from the discipline of home economics as an “acceptable” area of study for women. Since its inception, dietetics has lacked diversity; most dietetics professionals identify as white, cisgender, heterosexual, middle to upper-middle-class women. In the supervised practice setting, interns are expected to dress “professionally” and follow health/safety protocols. Given the field’s history, it is reasonable to suspect that dress codes—rules/expectations regarding what employees/participants can/cannot wear—for dietetics programs may be problematic. To explore this, we conducted a discourse analysis using a Foucauldian feminist approach, drawing on the notion of governmentality. Eighty-five dietetics dress codes, supplemented with survey questions, from US-based accredited dietetics education programs were analyzed. Three primary discursive effects were identified: “Invisibilizing” informs dietetics students/interns how to be professional and modest. “Protecting” highlights dress to promote health and safety. “Normalizing” privileges conforming to thin, cisgender, white European women of higher SES. These findings show how the dress codes reify a “model” dietitian and privilege/oppress/discipline some bodies over others, supporting criticisms of dietetics dress codes as discriminatory and oppressing/privileging select societal groups. Recommendations are provided to address biases and prevent dress codes from negatively impacting diversity/inclusion in the profession.","PeriodicalId":47643,"journal":{"name":"Feminism & Psychology","volume":"4 2 1","pages":"276 - 294"},"PeriodicalIF":5.4,"publicationDate":"2022-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88246518","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Book Review: Enraged, rattled and wronged: Entitlement’s response to social progress by Kristin J. Anderson","authors":"Nuria Martinez, J. Law","doi":"10.1177/09593535221129502","DOIUrl":"https://doi.org/10.1177/09593535221129502","url":null,"abstract":"","PeriodicalId":47643,"journal":{"name":"Feminism & Psychology","volume":"46 1","pages":"319 - 322"},"PeriodicalIF":5.4,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80429356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comparing social representations of feminism among education and engineering majors: Insights for developing feminist pedagogies","authors":"Patricia Fernández Rotaeche, Nahia Idoiaga Mondragon, Joana Jaureguizar Albóniga-Mayor","doi":"10.1177/09593535221126101","DOIUrl":"https://doi.org/10.1177/09593535221126101","url":null,"abstract":"The present study uses Social Representation Theory to explore students’ representations of feminism with a view to informing principles for developing feminist pedagogies that can help foster egalitarian values among college students. The aim is to identify how Spanish students (n = 366) represent feminism and how these representations are shaped by participants’ gender, identification with feminism, or by studying feminized or masculinized disciplines. Students from Education (n = 192), a feminized qualification, and Engineering (n = 174), a masculinized qualification, completed a free association task using the Grid Elaboration Method to collect representations of feminism. A lexical analysis was conducted using the Reinert method. The results showed that a positive representation of feminism was the broadest (75.8%), with feminist-identified students defining feminism as a struggle for freedom. Feminist women emphasized the importance of achieving equality, and education students emphasized the importance of education in the process of women's empowerment. In contrast, 24.2% represented feminism negatively, as an extreme movement, especially engineering, non-feminist, and male students. These findings suggest that efforts aimed at developing feminist principles among students consider not only gender and feminist identification but also the context of feminized or masculinized disciplines as key spaces of gendered socialization. The study was carried out in the Basque country, Spain.","PeriodicalId":47643,"journal":{"name":"Feminism & Psychology","volume":"239 1","pages":"256 - 275"},"PeriodicalIF":5.4,"publicationDate":"2022-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83487385","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Book Review: Complaint! by Sara Ahmed","authors":"Nathaniel E. C. Schermerhorn","doi":"10.1177/09593535221126104","DOIUrl":"https://doi.org/10.1177/09593535221126104","url":null,"abstract":"In May of 2016, Sara Ahmed announced that she had resigned from Goldsmiths following the university’s failure to respond to many years of allegations of sexual harassment from multiple women, and despite formal complaints from herself and others (Ahmed, 2016). However, the university’s failure to respond to sexual harassment was, at the same time, its achievement in maintaining systems of power and privilege within the institution. In her latest book, Complaint!, Sara Ahmed examines complaints of harassment within the academy. In doing so, she presents a detailed and compelling analysis of what leads people to file a formal complaint (and why they might not), the aftermath of complaining, and the various ways in which institutions wield their power to dismiss complaints and maintain systems of inequity. Two important assertions frame Ahmed’s analysis. First, the social perception of complaining as negative leads to the dismissal and silencing of individuals’ complaints. There is a tendency to associate the act of complaining with insignificant moments and complainers as pushy or annoying; as Ahmed (2021) notes, “to be heard as complaining is not to be heard” (p. 1). Ahmed’s book intervenes against this, providing a hearing for those who have been silenced, and making visible the ways in which institutions have silenced those whose experiences threaten to delegitimize their status. Second, complaint is inextricably linked to power. Ahmed analyzes how complaint can be a method of challenging power but also how institutions use their power to dismiss complaints and, by extension, the experiences of the individual lodging the complaint. Integrating concepts she has forwarded from previous work, such as “a feminist ear” (Ahmed, 2017), “nonperformativity” (Ahmed, 2012), and “institutional death” (Ahmed, 2019), Ahmed expertly and thoroughly dissects what comes before a complaint, what happens during the complaint process, what comes after a complaint, and the impact that this has on the person who has submitted the complaint. Complaint! takes as its unit of analysis the “complaint biography”—the entire life of a complaint in relation to the person or group complaining—and examines the complicated, nonlinear, and often incomplete timeline of complaints. Employing a feminist ear to hear both who is not heard and how they are not heard (Ahmed, 2021, p. 3), Ahmed analyzes Feminism & Psychology 2023, Vol. 33(2) 314–322 © The Author(s) 2022","PeriodicalId":47643,"journal":{"name":"Feminism & Psychology","volume":"65 1","pages":"314 - 318"},"PeriodicalIF":5.4,"publicationDate":"2022-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85024306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Decolonizing feminist knowledge: The standpoint of majority world feminist activists in Perú","authors":"S. Grabe","doi":"10.1177/09593535221123410","DOIUrl":"https://doi.org/10.1177/09593535221123410","url":null,"abstract":"From its beginnings, feminism has challenged knowledge about women and gender and questioned the methods by which that knowledge is produced. Feminist psychologists are well-positioned to engage in a critical re-examination of the assumptions underlying theory or the constructs employed in the construction of knowledge. Macleod et al. noted that feminists have rarely adopted a single theory, recognizing that every feminism bears the stamp of its place of origin. The current study contributes to feminist decolonizing efforts by using the standpoint of activists in Perú to conduct an examination of feminism. The project involves scholar-activist collaborations with the Global Feminisms Project, at the University of Michigan, and a feminist organization in Perú, Flora Tristán. Nine key feminist activists were interviewed through testimonio. Participants held positions including: Indigenous leaders, scholars, Congresswomen, directors of organizations, and youth leaders. Key findings reveal that the feminist activists interviewed believe that production of knowledge is not a monopoly of the academy, feminism is inherently intersectional and is a process, not an academic definition, and one crucial for political action.","PeriodicalId":47643,"journal":{"name":"Feminism & Psychology","volume":"52 1","pages":"236 - 255"},"PeriodicalIF":5.4,"publicationDate":"2022-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78236474","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Book Review: Bisexual and pansexual identities: Exploring and challenging invisibility and invalidation by Hayfield Nikki","authors":"Sudarshan R. Kottai","doi":"10.1177/09593535221121416","DOIUrl":"https://doi.org/10.1177/09593535221121416","url":null,"abstract":"","PeriodicalId":47643,"journal":{"name":"Feminism & Psychology","volume":"1 1","pages":"163 - 167"},"PeriodicalIF":5.4,"publicationDate":"2022-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85556336","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Book Review: Posthuman feminism by Rosi Braidotti","authors":"A. LaMarre","doi":"10.1177/09593535221123407","DOIUrl":"https://doi.org/10.1177/09593535221123407","url":null,"abstract":"Bayer, R. (1987). Homosexuality and American psychiatry: The politics of diagnosis. Princeton University Press. Berlant, L. (2007). Slow death (sovereignty, obesity, lateral agency). Critical Inquiry, 33(4), 754–780. http://www.jstor.org/stable/10.1086/521568 Bhatia, S. (2017). Decolonizing psychology: Globalization, social justice, and Indian youth identities. Oxford University Press. Boyle, M. (2011). Making the world go away, and how psychology and psychiatry benefit. In M. Rapley, M. Joanna, & D. Jacqui (Eds.), De-medicalizing misery (pp. 27–43). Palgrave Macmillan. Butler, J. (2022). A livable life? An inhabitable world? Scheler on the tragic. Journal of Critical Phenomenology, 5(2), 8–27. https://doi.org/10.5399/pjcp.v5i2.2 Karioris, F. G. (2018). An education in sexuality and sociality: Heteronormativity on campus. Rowman & Littlefield. McDermott, E., Gabb, J., Eastham, R., & Hanbury, A. (2021). Family trouble: Heteronormativity, emotion work and queer youth mental health. Health, 25(2), 177–195. https://doi.org/10.1177/ 1363459319860572 McGlynn, N., Browne, K., Banerjea, N., Biswas, R., Banerjee, R., Sumita, & Bakshi, L. (2020). More than happiness: Aliveness and struggle in lesbian, gay, bisexual, trans and queer lives. Sexualities, 23(7), 1113–1134. https://doi.org/10.1177/1363460719888436 Pillay, S. R., Nel, J. A., McLachlan, C., & Victor, C. J. (2019). Queering the history of South African psychology: From apartheid to LGBTI+ affirmative practices. American Psychologist, 74(8), 954–966. https://doi.org/10.1037/amp0000557","PeriodicalId":47643,"journal":{"name":"Feminism & Psychology","volume":"21 1","pages":"167 - 172"},"PeriodicalIF":5.4,"publicationDate":"2022-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77603840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Book Review: Birthing black mothers by Jennifer C. Nash","authors":"N. Daniels","doi":"10.1177/09593535221122558","DOIUrl":"https://doi.org/10.1177/09593535221122558","url":null,"abstract":"466(7302), 29. https://doi.org/10.1038/466029a Uluğ, ÖM, Odağ, Ö, & Solak, N. (2020). Voices against misogyny in Turkey: The case of a successful online collective action against a sexist commercial. International Journal of Communication, 14, 5575–5596. Whitaker, K., & Guest, O. (2020). #Bropenscience is broken science: Kirstie Whitaker and Olivia Guest ask how open “open science” really is. The Psychologist, 33, 34–37. https:// thepsychologist.bps.org.uk/volume-33/november-2020/bropenscience-broken-science Young, J. L., & Hegarty, P. (2019). Reasonable men: Sexual harassment and norms of conduct in social psychology. Feminism & Psychology, 29(4), 453–474. https://doi.org/10.1177/ 0959353519855746","PeriodicalId":47643,"journal":{"name":"Feminism & Psychology","volume":"43 1","pages":"592 - 596"},"PeriodicalIF":5.4,"publicationDate":"2022-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85831581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}