Off white Fine, Michelle; Weis, Lois; Pruitt, Linda Powell ...
2004, 20121112, 2012-11-12
eBook
With a fascinating new introduction on the proliferation and development of the field of whiteness studies and updated essays throughout, this much-anticipated second ddition continues to redefine ...our understanding of race and society. Also inlcludes three maps.
In this epilogue, we offer a theoretical mapping of notions that have emerged across the articles in this issue of the Journal of Social Issues specifically dedicated to questions of social class. ...Social class is often included within the “race, class, gender, and sexual orientation” mantra of feminist and critical race work in psychology, but rarely scrutinized with rigor or serious scholarship. Thus, for the purposes of this epilogue, we theorize the relationship between the material, social, psychological, and the political. We identify four theoretical venues through which these researchers have opened a conversation about class and schooling: ideology, institutions, contradictions and consciousness, and method. We conclude by crafting a research agenda for a critical psychology of class and schooling.
It’s Like Doing Homework Burns, April; Futch, Valerie A.; Tolman, Deborah L.
Sexuality research & social policy,
09/2011, Letnik:
8, Številka:
3
Journal Article
Recenzirano
Young women’s narratives of their sexual experiences occur amid conflicting cultural discourses of risk, abstinence, and moral panic. Yet young women, as social actors, find ways to make meaning of ...their experiences through narrative. In this study, we focused on adolescent girls’ (
N
= 98, age 12–17 years) narratives of their first experiences with oral sex. We document our unexpected findings of persistent discourses of performance which echo newly emergent academic achievement discourses. Burns and Torre (
Feminism & Psychology
15(1):21–26,
2005
) argue that an extreme and high stakes focus on individual academic achievement in schools impoverishes young minds through the “hollowing” of their sexualities. We present evidence that such influence also works in the opposite direction, with an achievement orientation invading girls’ discourses of sexuality, “crowding out” possible narratives of pleasure, choice, and mutuality with narratives of competence and skill usually associated with achievement and schooling. We conclude with policy implications for the future development of “positive” sexuality narratives.
This project explores the impact of disparate educational attainment between first-generation college graduates and their family members. This is a conscious shifting of the unit of analysis, from ...the changing social position and power of an individual student/graduate, to the relational capacity, tensions, and strategies of the family unit that is inclusive of the graduate. This shift in the unit of analysis, from the individual to the family, interrogates the function of higher education by broadening the range of outcomes associated with post-secondary education and credentialing beyond the economic advancement of the graduate. There are currently very few studies of this population that investigate post-degree attitudes and experiences and none of which ask questions about family relationships. Few if any studies have addressed how educational disparities within the family are perceived by other family members, particularly parents and siblings. This work investigates the nature of this affect/effect, primarily from the perspective of the graduate, but also reaching toward a greater understanding of the perspective of family members as well. Three broad areas of inquiry guide this exploratory first investigation of family narratives surrounding the higher educational attainment of first-generation college graduates: In what ways are educational values and justice beliefs (e.g., support of meritocracy), affected by the higher educational successes of one (or some) member(s) of the family? 2) How are family relations and power dynamics impacted by disparate levels of educational attainment within the family? and 3) What are the ideological dilemmas (Billig et al., 1988) of first-generation college graduates and family members, and how are these dilemmas negotiated? A mixed-method design was employed, consisting of a narrative analysis of interviews with first-generation college graduates' (N=13) and family members' (N=5) and an anonymous web-based survey (N=340) broadly assessing first-generation college graduate attitudes about their college experiences, post-college family relationships, current educational values and ideological dilemmas related to educational differences within the family of origin. A principal components analysis of survey items, and bivariate analyses were conducted to test relationships between factors and independent variables; a grounded theory approach was taken in the analysis of open-ended survey items.
While researchers suggest that people displaying emotional expressions are memorable because of meanings associated with the expressions, the current study explored whether other facial ...characteristics, such as attractiveness and babyfaceness, how much an adult's face resembles a baby's, influence memorability as well. Introductory psychology students (150 female, 53 male) participated in an incidental memory task in which they attempted to recognize actors they had previously seen displaying emotional expressions who varied in both emotional attractiveness, how attractive actors appear due to changes in facial features associated with displaying emotional expressions, and emotional babyfaceness, how babyfaced actors appear due to changes in facial features associated with displaying emotional expressions. As predicted, the interaction of emotional attractiveness and emotional babyfaceness predict the variance in memorability for actors displaying fearful expressions, but not for actors displaying happy or angry expressions. The current study suggests, then, that people's attractiveness and babyfaceness when displaying an emotional expression seem to influence how well they will be recognized when displaying fearful expressions. These results suggest that people who use eyewitness identification judgments, such as those in law enforcement, should consider the attractiveness and babyfaceness of those depicted when developing photos that will be used for eyewitness identification tasks.
IV.Revolutionary sexualities Burns, April; Torre, Maria Elena
Feminism & psychology,
02/2005, Letnik:
15, Številka:
1
Journal Article
Recenzirano
Abstinence-only sex education is just one example of a national shift toward an educaiton in consequences rather than possibilities. Young, low-income women of color are especially harmed by the ...dominant discourse in sex education as they begin to discuss their role in community life.
Sections include: Understanding class: attitudes, beliefs, and attributions; Transitions and traditions: class mobility and maintenance through education; and Transforming practice and policy in ...public schools and in psychology; some focus on the US; 9 articles. Contents: Scaling the socioeconomic ladder: low-income women's perceptions of class status and opportunity, by Heather E. Bullock, Wendy M. Limbert; Social class and adolescents' beliefs about justice in different social order, by Constance A. Flanagan, Bernadette Campbell; Essentialism, culture, and power: representations of social class, by Ramaswami Mahalingam; Boys of class, boys of color: negotiating the academic and social geography of an elite independent school, by Peter Kuriloff, Michael C. Reichert; Belonging and wanting: meanings of social class background for women's constructions of their college experiences, by Joan M. Ostrove; Race, class and the dilemmas of upward mobility for African Americans, by Elizabeth R. Cole, Safiya R. Omari; Complex subjectivities: class, ethnicity, and race in women's narratives of upward mobility, by Sandra J. Jones; Social class in public schools, by Jennifer L. Hochschild; Class notes: toward a critical psychology of class and schooling, by Michelle Fine, April Burns.
