Law’s Gendered Subtext: The Gender Order of Restaurant Work and Making Sexual Harassment Normal

Analysing sexual harassment law in British Columbia, this paper argues that in highly sexualised work environments, in which practices including sexual ‘jokes’ or innuendo may be common, law embodies and (re)creates the gendered subtext of the workplace. When a complaint of sexual harassment from a sexualised workplace is raised in a legal forum, a complainant has an obligation to clearly object to the sexual remarks, ‘jokes,’ banter, etc.—which may be the ‘norm’—to show the conduct in question was unwelcome. At the same time, however, a workplace may be structured, in part by law, in a way that restricts employee resistance to uncomfortable sexual experiences. This is the case, I argue, for women working in full-service restaurants when it comes to sexual interactions with customers. This paper explores how restaurant work, in the Canadian context with a focus on the province of British Columbia, is organised in a manner that makes women vulnerable to enduring sexually harassing practices as a routine part of their jobs.     

The Role of Aggressive Peer Norms in Elementary School Children’s Perceptions of Classroom Peer Climate and School Adjustment

Journal of Youth and Adolescence - Although prior research has indicated that peer norms for aggression enhance the spread of aggression in classrooms, it is unclear to date how these norms relate...     

The Estonian way of deinstitutionalisation. Experiences from an ethnographic research in SOS Children’s Village

This study provides insight into change processes of child residential care as depicted by ethnographic research on Estonian SOS Children’s Villages (SOS CV). Through the analysis of daily life in substitute homes, this study aimed to gain an in-depth and contextualised understanding of this deinstitutionalisation process. The changing approach of SOS CVs from institutional village-life-based to community-based approaches where nonbiological children are raised is discussed. The interpretation of said changes as deinstitutionalisation and their complicated nature is outlined. The latter is attributed to the divergent effects of activities. The findings ultimately lead to the conclusion that such change processes result in both challenges and difficulties to the Estonian substitute care system.     

Here’s looking at her: an intersectional analysis of women,power and feminism in film

While feminist film scholars have considered what makes a film feminist, we explore this question from a feminist sociological perspective with an emphasis on power and women in film. We take an intersectional approach to explore gender, race, ethnicity and social class in films about women. We draw from Amy Allen’s conception of power as the interrelated triad of domination (power-over), empowerment/resistance (power-to), and solidarity (power-with). We then apply Sutherland’s elaboration on those forms of power in terms of how they are depicted in film. Results reveal that most feminist films revolve around stories about power-to; women finding the courage to individually confront and challenge existing norms. Power-to films are predominantly tales of white, middle class women. Women of color are most likely to be featured in power-over films. Very few can be considered power-with films that demonstrate solidarity among women. We conclude that more women and men with feminist values behind the camera is a necessary, but not sufficient, requirement to change cultural representations of women and power in film.     

Swethaa S. Ballakrishnen: Accidental Feminism: Gender Parity and Selective Mobility Among India’s Professional Elite

Feminist Legal Studies -     

African American Adolescent Engagement in the Classroom and Beyond: The Roles of Mother’s Racial Socialization and Democratic-Involved Parenting

Previous research has explored how differential youth outcomes are associated with racial socialization and parenting style individually, but very little work has examined whether democratic-involved parenting style bolsters the positive link between racial messages and adolescent outcomes. The purpose of this study was to examine mothers’ use of democratic-involved parenting as a moderator of the association between racial socialization (e.g., racial pride, racial barrier, and self-worth messages) and youth engagement. The types of engagement explored were attitudes toward class work and persistence on task. Ninety-four African American youth (ages 11–14) reported on maternal style and socialization. As predicted, racial barrier socialization was positively associated with engagement among adolescents who perceived their mothers to provide more involvement coupled with opportunities for their teens to make decisions. In contrast, barrier socialization and engagement were negatively associated among adolescents who viewed their mothers as low in democratic-involved parenting. Implications for adolescent engagement and for research on racial socialization and democratic-involved parenting style are discussed.

Audre Lorde’s Life Writing: The Politics of Location

Am I to be cursed forever with becoming somebody else on the way to myself? -Audre Lorde “Change of Season” I am a scar, a report from the frontlines, a talisman, a resurrection. -Audre Lorde “A Burst of Light: Living with Cancer”     

Profiles of Adolescents’ Perceptions of Democratic Classroom Climate and Students’ Influence: The Effect of School and Community Contexts

Students’ learning experiences and outcomes are shaped by school and classroom contexts. Many studies have shown how an open, democratic classroom climate relates to learning in the citizenship domain and helps nurture active and engaged citizens. However, little research has been undertaken to look at how such a favorable classroom climate may work together with broader school factors. The current study examines data from 14,292 Nordic eighth graders (51% female) who had participated in the International Civic and Citizenship Education Study in 2009, as well as contextual data from 5,657 teachers and 618 principals. Latent class analysis identifies profiles of students’ perceptions of school context, which are further examined with respect to the contextual correlates at the school level using two-level fixed effects multinomial regression analyses. Five distinct student profiles are identified and labeled “alienated”, “indifferent”, “activist”, “debater”, and “communitarian”. Compared to indifferent students, debaters and activists appear more frequently at schools with relatively few social problems; being in the communitarian group is associated with aspects of the wider community. Furthermore, being in one of these three groups (and not in the indifferent group) is more likely when teachers act as role models by engaging in school governance. The results are discussed within the framework of ecological assets and developmental niches for emergent participatory citizenship. The implications are that adults at school could enhance multiple contexts that shape adolescents’ developmental niches to nurture active and informed citizens for democracies.     

The ‘Unscottishness’ of Female Rule: an early modern theory

History has played a central role in the construction of nations in the early modern period when national historiography replaced chronicles as the main historical genre. The treatment of female national characters by historians is therefore key to our understanding of the gendering of the nation in its infancy. This article contends that Scotland is a good case in point to explain why some nations were born ‘womenless’, for not only did Scottish historians of the period exclude women from national heroism, but one historian, Buchanan, went as far as theorising a Scottish exception that deliberately excluded Scottish women from the throne.     

Protective Factors at School: Reciprocal Effects Among Adolescents’ Perceptions of the School Environment,Engagement in Learning,and Hope

Although some research suggests that schools can be a source of protective factors for students, the processes by which school environments impact students’ behavior, performance and adjustment over time are not clear. Guided by both self-determination theory and hope theory, this article evaluated reciprocal effects among adolescent perceptions of the school environment, engagement in learning, hope, and academic achievement. Using a sample of 423 students (M age 15.72 years; 46.7% female; 77.6% white; 30.9% eligible for FRPL) from five small secondary schools in the upper Midwest, students’ perceptions of the school environment were linked to engagement in learning, which, in turn, was linked to change in academic achievement and hope over the span of 1 year. Evidence was found for reciprocal links between earlier levels of engagement and hope and later perceptions of the environment. These results suggest that the school environment represents a potential leverage point for educational reform, and interventions that target students’ perceptions of autonomy, teacher/peer support, and goal orientation may be able to promote engagement, hope, and academic achievement. In addition, such changes may create a positive feedback loop in which change in academic performance and adjustment accelerate over time.     

The Jingle–Jangle Fallacy in Adolescent Autonomy in the Family: In Search of an Underlying Structure

The construct of autonomy has a rich, though quite controversial, history in adolescent psychology. The present investigation aimed to clarify the meaning and measurement of adolescent autonomy in the family. Based on theory and previous research, we examined whether two dimensions would underlie a wide range of autonomy-related measures, using data from two adolescent samples (N = 707, 51 % girls, and N = 783, 59 % girls, age range = 14–21 years). Clear evidence was found for a two-dimensional structure, with the first dimension reflecting “volition versus pressure”, that is, the degree to which adolescents experience a sense of volition and choice as opposed to feelings of pressure and coercion in the parent–adolescent relationship. The second dimension reflected “distance versus proximity”, which involves the degree of interpersonal distance in the parent-adolescent relationship. Whereas volition related to higher well-being, less problem behavior and a secure attachment style, distance was associated mainly with more problem behavior and an avoidant attachment style. These associations were not moderated by age. The discussion focuses on the meaning of adolescent autonomy and on the broader implications of the current findings.     

Adolescent Daughters’ Romantic Competence: The Role of Divorce,Quality of Parenting,and Maternal Romantic History

This study examined the links between parental divorce, quality of maternal parenting, spousal relationships and middle adolescent romantic competence in 80 mother-adolescent daughter pairs (40 divorced). Mothers were asked to describe their attitudes and behaviors with regard to their daughters’ romantic behavior. In addition, mothers were interviewed about their own romantic experiences when they were at the age of their daughters. Adolescent girls (mean age = 16.98 years; range 16–18) were administered a comprehensive interview about romantic competence. Findings indicated that adolescent girls from divorced families showed lower levels of romantic competence, which were expressed in their behavior, attitudes toward relationships and skill in handling those relationships. Divorce was found to have had an adverse effect on girls’ romantic competence, whereas continued adaptive parenting and spousal relationships alleviated the effect of divorce. Mothers’ coherent representation of their own adolescent romantic experiences also alleviated the effect of divorce on daughters’ romantic behavior. Results show the important role of family relationships in fostering romantic competence among adolescent girls.