School context,gender, and delinquency

This study compares two high schools serving the same community and compares student bodies with similar background characteristics. The purpose is to examine how control/strain variables predict delinquency in two distinct school contexts. It was found that minor delinquency occurred more often in the environment dominated by competitive academic achievement, routine handling of discipline, and unpredictable supervision. Examination of the model paths suggest that this environment is also conservative and unlikely to offer legitimate opportunities to girls with gender-egalitarian orientation. The school context characterized by a broader definition of success, more specialized discipline, and predictable supervision promotes stronger bonds with its students and lower levels of delinquency for both genders.The research reported here was funded by Grant 79-JN-AX-0030 from the Office of Juvenile Justice and Delinquency Prevention in the Law Enforcement Assistance Administration, U.S. Department of Justice. An earlier version of this paper was presented at the 1984 meeting of the American Society of Criminology in Cincinnati, Ohio.Received Ph.D. in Sociology and Social Work from the University of Michigan. Research interests include deviance and control, and gender issues.     

Book Review: Narratives on gender,generations and ethnicity

ABSTRACT. Though the study of men and masculinities has always been part of Women's Studies, recent Finnish studies on men have often developed without explicit attention to gender relations. In a Nordic context, Finnish studies on men have been relatively neglected. In this article we provide a concise review of Finnish research on men, including special reference to men's relations to home and work, men's violences, and the social exclusion of men. We present a synthetic account of the recent development of these studies and a critique of the field, and suggest some ways forward in future studies.     

Thomas Malthus and maternal bodies politic: gender,race, and empire

Abstract

This essay explores the uneasy fit of representations of the Victorian monarchy and maternal metaphors of state with Malthusian doctrine and the debates over colonial initiatives and population pressures. Malthus's work on the principle of population authorized a potent mid-Victorian narrative which viewed the exalted body of the mother – and, by metaphoric homology, that of the state – as diseased, corrupt, and in imminent danger of putrefaction and decay. In Malthusian discourse, the colonies became the absolute sign of the pathology eating its way to the heart of the body politic. Malthusian discourse re-gendered the early nineteenth-century social body so that it became a silent, passive space upon which discursive expressions of the masculine could act. In the process, it also brought together troublesome conceptions of both race and gender to make a case for imperial progress and expansion     

Jordanian women in education: politics,pedagogy and gender discourses

The ‘epistemic’ violence that has beset gender discourses in education refutes the claim that progress is measured by figures and numbers of Jordanian women in schools and the workplace. While such discourses demand to be contextualized, deconstructed and resisted, they also necessitate creating a link between political praxis and gender politics. My argument centres on the indispensable role critical discourse can play in locating these instances of ‘epistemic’ violence and revealing the manner in which the themes of constructed gender knowledge have been subjugated to the political praxis of each context. Interventions by donors and NGOs have more often than not been emasculated by the political considerations of governments and establishments. The result has been ‘disciplined’ gender politics in education, perpetuating traditional discursive practices, roles and stereotypes instead of acting as an emancipatory power. Human development reports and traditional literature on gender bias in education have failed to account for such discursive/power practices. In this paper, I shed light on the national, the international and the textual ‘knowledge’ that surrounds gender bias in education in a context like Jordan. I conclude by demonstrating the importance of the national and its discursive practices in reformulating approaches based on the international (human development reports) and the textual (literature on gender bias and stereotypes in education).