The Usurer's Daughter: Male Friendship and Fictions of Women in Sixteenth-Century England

This article uses a case-study of the relationship between the British suffrage organization, the Women's Social and Political Union, and its equivalent on the Irish side, the Irish Women's Franchise League, in order to illuminate some consequences of the colonial relationship between Britain and Ireland. As political power was located within the British state, and the British feminist movement enjoyed superior resources, the Irish movement was at a disadvantage. This was compounded by serious internal divisions within the Irish movement - a product of the dispute over Ireland's constitutional future - which prevented the Franchise League, sympathetic to the nationalist demand for independence - from establishing a strong presence in the North. The consequences of the British movement organizing in Ireland, in particular their initiation of a militant campaign in the North, are explored in some detail, using evidence provided by letters from the participants.British intervention was clearly motivated from British-inspired concerns rather than from any solidarity with the situation of women in Ireland, proving to be disastrous for the Irish, accentuating their deep-rooted divisions.The overall argument is that feminism cannot be viewed in isolation from other political considerations. This case-study isolates the repercussions of Britain's imperial role for both British and Irish movements: ostensibly with a common objective but in reality divided by their differing response to the constitutional arrangement between the two countries. For this reason, historians of Irish feminist movements must give consideration to the importance of the ‘national question’ and display a more critical attitude towards the role played by Britain in Irish affairs.     

the scent of memory: strangers,our own and others

Using, as a point of departure, Tim Lott's recent autobiography where he attempts to make sense of his mother's suicide of 1988 through a reconstruction of his family genealogy, this article tries to map the production of gendered, classed, and racialized subjects and subjectivity in west London. It addresses the tension between Lott's discourse of his own white working-class boyhood during the 1970s where questions of ‘race’ are all but absent, and the racialized ‘commonsense’ that pervades the interviews with other local white contemporaries of Lott and his parents. These narratives are analysed in relation to the socio-economic context and the political activism of the period. Theoretically, it analyses the ‘diaspora space’ of London/Britain, interrogating essentialist ‘origin stories’ of belonging; reaching out to a glimmer on the horizon of emerging non-identical formations of kinship across boundaries of class, racism and ethnicity; and exploring the purchase of certain South Asian terms – ‘ajnabi’, ‘ghair’ and ‘apna/apni’ – in constructing a nonbinarized understanding of identification across ‘difference’.     

Chapter 9: School Programs:

No abstract available for this article.     

Big School,Small School: (Re)Testing Assumptions about High School Size,School Engagement and Mathematics Achievement

In an effort to increase both adolescents’ engagement with school and academic achievement, school districts across the United States have created small high schools. However, despite the widespread adoption of size reduction reforms, relatively little is known about the relationship between size, engagement and outcomes in high school. In response, this article employs a composite measure of engagement that combines organizational, sociological, and psychological theories. We use this composite measure with the most recent nationally-representative dataset of tenth graders, Educational Longitudinal Study: 2002, (N = 10,946, 46% female) to better assess a generalizable relationship among school engagement, mathematics achievement and school size with specific focus on cohort size. Findings confirm these measures to be highly related to student engagement. Furthermore, results derived from multilevel regression analysis indicate that, as with school size, moderately sized cohorts or grade-level groups provide the greatest engagement advantage for all students and that there are potentially harmful changes when cohorts grow beyond 400 students. However, it is important to note that each group size affects different students differently, eliminating the ability to prescribe an ideal cohort or school size.     

Florence and Rosamond Davenport Hill and the Development of Boarding Out in England and Australia: a study in cultural transmission

The adoption of boarding out by state children's departments across Australia is often attributed to the influence of English social reformers Florence and Rosamond Davenport Hill, whose visit to the colonies in the early 1870s coincided with a period of growing dis-ease with existing provisions for neglected children. However, after their return to Britain, they used their experience in the colonies to castigate English authorities for being too slow to adopt a similar course. This article complicates existing theories of cultural transmission in relation to ideas about child welfare. It analyses the ways in which the Davenport Hill sisters laid claim to their expert speaking position, and argues for the importance of informal networks in the development of child welfare policy in the years before the rise of transnational children's rights organisations.     

Relational Aggression at School: Associations with School Safety and Social Climate

The present study examines how exposure to relational aggression at school is associated with adolescents’ perceptions of, and participation in, a hostile school environment. Participants were 1,335 African American and European American adolescents in grades 7 through 12 (52% female, 49% African American). Results indicate that exposure to relational aggression is associated with several components of adolescents’ perceptions of the school climate. Adolescents exposed to high levels of relational aggression perceived their school to be less safe, and were less pleased with the general social atmosphere at school. Moreover, for males, but not females, exposure to relational aggression was associated with carrying a weapon to school. Implications and suggestions for future research are discussed in terms of working toward safer school environments for adolescents.

Academic Achievement in the High School Years: The Changing Role of School Engagement

School engagement is an important theoretical and practical cornerstone to the promotion of academic accomplishments. This article used a tripartite—behavioral, emotional, and cognitive—model of school engagement to assess the relationship between school engagement and academic success among high school students, and to determine whether a reciprocal relationship exists between these constructs. Data were derived from 710 youth (69 % female) who took part in Waves 6 through 8 (Grades 10 through 12) of the 4-H study of positive youth development. Longitudinal confirmatory factor analyses confirmed the invariance of the tripartite model of school engagement. Results of a structural equation model showed that the components of school engagement and academic achievement were mutually predictive and that these predictions varied from grade to grade. Future possibilities for evaluating the relationship between school engagement and academic achievement, as well as the implications for educational policy and practice, are discussed.     

School Belonging and School Misconduct: The Differing Role of Teacher and Peer Attachment

The schools-as-communities perspective provides a popular explanation for school-disruptive behavior, stating that interpersonal bonding at school and feelings of school belonging prevent misconduct. In this article, we build on this perspective in three ways. First, we test whether the preventive influence of school belonging acts at the individual or school level. Secondly, we test whether a distinction should be made between the different actors with whom students bond at school, by assessing whether perceived teacher support, school belonging, and peer attachment relate differently to school misconduct. Lastly, the present study investigates whether the associations of bonding with teachers, peers and the school with school misconduct differ by socio-ethnic school context. Multilevel analyses were performed on data from the Flemish Educational Assessment. The sample consisted of 11,872 students (51.4% female) in 85 schools, most of whom were natives (88.8%), with immigrants (11.2%) mostly having Turkish or Moroccan backgrounds (both about 30% of immigrants in the sample), and others Southern-European (16%), Eastern-European (8%), North-African (5%), or other (17%) backgrounds. Results showed that the students’ individual feelings of bonding with peers, teachers and school associate with school misconduct, rather than the overall school cohesion. Results further showed that, while higher perceived teacher support and school belonging related to less school misconduct, higher peer attachment was associated with higher rates of school misconduct. No differences were found by socio-ethnic context. Implications are discussed.     

A course of one's own: The rhetorical self in educational life stories by women

Education has been the main channel through which Finnish women have attempted to achieve the status of ''the individual''. But what has the story of women's individualization been like? Can women seek individual status specifically as women? This article examines how women use biographical work in their educational life stories to relate to their own gender. The women used various constructions the self as vehicles for processing their views of themselves, as they sought dignity and recognition as individuals. Different selves served to locate the protagonist in different ways within an ''ideology of the individual'' . The life stories about the attainment of adulthood and independence suggest that, despite their formal equality, Finnish women do not necessarily enjoy clear social standing as individuals.     

A seminar room of one's own

The editors have asked for ‘a short synopsis of 150 words in length’. When I wrote this paper uppermost in my mind was the importance of and fusion between content and style: what is said and how it is said. Therefore, no synopsis. Please either skip the article or read it in full.     

Controlling land they call their own: access and women's empowerment in Northern Tanzania

Formal rights to land are often promoted as an essential part of empowering women, particularly in the Global South. We look at two grassroots non-governmental organizations (NGOs) working on land rights and empowerment with Maasai communities in Northern Tanzania. Women involved with both NGOS attest to the power of land ownership for personal empowerment and transformations in gender relations. Yet very few have obtained land ownership titles. Drawing from Ribot and Peluso's theory of access, we argue that more than ownership rights to land, access – to land, knowledge, social relations and political processes – is leading to empowerment for these women, as well as helping to keep land within communities. We illustrate how the following are key to both empowerment processes and protecting community and women's land: (1) access to knowledge about legal rights, such as the right to own land; (2) access to customary forms of authority; and (3) access to a joint social identity – as women, as ‘indigenous people’ and as ‘Maasai'. Through this shared identity and access to knowledge and authority, women are strengthening their access to social relations (amongst themselves, with powerful political players and NGOs), and gaining strength through collective action to protect land rights.     

‘Making it your own world’: Women's studies and freire

This paper presents an analysis of ten interviews with teachers of women's studies in some institutions of adult education. Most of the interviews took place in Scotland because the paper is taken from a wider investigation into the provision of women's studies in the sphere of adult education generally, and submitted in part requirement for the Diploma in Adult Education to Glasgow University. The paper concludes by focusing specifically on some of the remarks and recommendations made in The Alexander Report—Adult Education: The Challenge of Change, HMSO 1975, interweaving these into a Feminist and Freirian perspective.     

School Climate for Transgender Youth: A Mixed Method Investigation of Student Experiences and School Responses

Transgender youth experience negative school environments and may not benefit directly from interventions defined to support Lesbian, Gay and Bisexual (LGB) youth. This study utilized a multi-method approach to consider the issues that transgender students encounter in school environments. Using data from two studies, survey data (total n = 2260, 68 transgender youth) from study 1 and focus groups (n = 35) from study 2, we examine transgender youth’s experience of school harassment, school strategies implemented to reduce harassment, the protective role of supportive school personnel, and individual responses to harassment, including dropping out and changing schools. In both studies, we found that school harassment due to transgender identity was pervasive, and this harassment was negatively associated with feelings of safety. When schools took action to reduce harassment, students reported greater connections to school personnel. Those connections were associated with greater feelings of safety. The indirect effects of school strategies to reduce harassment on feelings of safety through connection to adults were also significant. Focus group data illuminate specific processes schools can engage in to benefit youth, and how the youth experience those interventions.