Feeding Mothers’ Love: Stories of Breastfeeding and Mothering in Urban China

ABSTRACT

By analysing narratives of infant feeding, this article explores how emotions are involved in the making of maternal subjectivity. The article is based on interviews with 21 Chinese middle-class mothers of small infants living in Beijing and their stories of how breastfeeding connects to intimacy and love. By merging post-structural approaches of subjectivity with affect theory, the article shows how the emotional dimension of breastfeeding promotes an ideal of mothers as primary caregivers. It finds that this ideal is challenged by practices of multiple caregiving in the mothers’ everyday lives. By exploring the performativity of emotions, the article adds another sociological perspective beyond those concerned with medical discourses of feeding infants. Also, as emotions have been neglected in much social research on Chinese mothering, it contributes to new sociological knowledge about mothering in China.     

Culturally Distinctive and Academic Socialization: Direct and Interactive Relationships with African American Adolescents’ Academic Adjustment

Theories of ethnic minority development have largely suggested that African American parents engage in a combination of practices that include culturally distinctive socialization as well as behaviors that are characteristic of more universal forms of academic socialization. However, few studies have examined how these socialization dimensions interact to influence the academic adjustment of African American adolescents. The current study explored the independent and interactive roles of parental academic and culturally distinctive socialization on the academic adjustment of African American adolescents. The sample was comprised 144 African American adolescents (M = 12.4; SD = 1.14; 56% female). Findings provided partial support that cultural and academic socialization were independently associated with indicators of academic adjustment. However, the interaction between these dimensions also was associated with youths’ adjustment in the academic domain.     

Mothering earth? Gender and environmental protection in the Jharkhand,India

With reference to field‐based evidence from the Jharkhand region of India, this article seeks to problematise the assumption of a simple women‐environment link and outline the pitfalls of translating such ideas into development policy‐making. Following the work of Bina Agarwal and Cecile Jackson (amongst others), it challenges the perception of women as environmental guardians. In particular, it highlights the fluidity and localised nature of inter‐and intra‐community variations in work allocation and identifies significant gender variations in decision‐making and control over environmental resources. Specific emphasis is placed on the impact of patrilineal inheritance systems and patrilocal residence patterns on women's familiarity with and control over local environments.     

Socialization and Individual Antecedents of Adolescents’ and Young Adults’ Moral Motivation

Socialization and individual differences were examined as antecedents of moral motivation in representative samples of 15-year-old adolescents (N = 1,258; 54% female) and 21-year-old young adults (N = 584; 53% female). The adolescents’ primary caregivers (N = 1,056) also participated. The strength of moral motivation was rated by participants’ responses to two hypothetical moral dilemmas in terms of action decisions, emotion attributions, and justifications. Socialization was measured by the perceived quality of friendship, parent–child relationships, and educational background. The importance attached to social justice and various personality traits were also assessed. Adolescents’ moral motivation was positively associated with the quality of their parent–child relationship and the importance of social justice. Young adults’ moral motivation was predicted by the perceived quality of friendships, the importance of social justice, and agreeableness. For both groups, moral motivation was greater in females. The theoretical implications of the findings for the development of moral motivation are discussed.     

African–American Parents’ Racial and Ethnic Socialization and Adolescent Academic Grades: Teasing Out the Role of Gender

This study examined the relationship of racial and ethnic socialization and academic achievement in a sample of 218 African American adolescents (grades 9–12; 52% girls) attending a public high school in the northeastern United States. Researchers were particularly interested in whether adolescent gender moderated the relationship between racial and ethnic socialization and academic grades. Results indicated that aspects of ethnic socialization, African American cultural values and African American heritage were linked to adolescent grades. Additionally, adolescent gender was found to moderate the association between these socialization variables and grades. The findings also suggest that socialization provided by paternal caregivers around African American cultural values and African American heritage may have differential effects for academic grades than the socialization messages provided by maternal caregivers. Information generated from this study broadens the understanding of socialization factors that can facilitate positive academic outcomes in African American youth and has practical implications for parents and educators.

Racial Socialization and Racial Identity: African American Parents’ Messages About Race as Precursors to Identity

This study uses two waves of data to examine the relationships among patterns of racial socialization experiences and racial identity in a sample of 358 African American adolescents (60% female and 40% male). Using latent class analyses, we identified three patterns of adolescent-reported racial socialization experiences: High Positive, Moderate Positive, and Low Frequency. Adolescent-reported racial socialization experiences at Wave 1 were associated with Wave 2 adolescent racial identity approximately one year later. Specifically, High Positive and Low Frequency racial socialization were associated with racial centrality, assimilationist ideology, and nationalist ideology. These findings suggest that various patterns of racial socialization practices play an important role in the developing significance and meaning that African American adolescents ascribe to race.

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.

"Transcending gynocentric space”: Spatial metaphorics in feminist theory and criticism

Many studies assert that there are new gender constructions among young Scandinavian girls, who seem to be more individualized than earlier generations. In this article questions are raised as to what effect these girls’ newly won status as subjects might have on their construction of bodily gender, especially the part referred to as generative femininity. A “loss” of the generative body is argued to be a general tendency in postmodern discourse, as well as a dilemma in the individual girl's striving for being both individual and gender. This dilemma and its tentative solution is illustrated through the analysis of an 18‐year‐old Norwegian girl, who was the subject of an in‐depth interview in a three‐generational study of gender in change.     

Women beyond the Pale: Marital “Misfits and Outcasts” Among Japanese Women Entrepreneurs

This article explores the correlation between marital-norm non-compliance and entrepreneurship among Japanese women. Unmarried women possess a competitive advantage over their married counterparts. Though functionally advantageous, such access is socially taboo. Single entrepreneurs preserve a degree of social respect by situating themselves in relationships of fictive dependence on male business colleagues. Divorced women can play upon their sexual availability and are therefore frequently drawn into the lucrative, market niche of the after-hours industry (mizu-shobai).     

“Disrupting the surface of order and innocence”: Towards a theory of sexuality and the law

Conclusion The dominant male discourse as expressed in the law of sexuality constructs the male subject. In each area — rape, incest and prostitution, it creates and extends the power which underpins the sexuality of the male subject to facilitate the non-consensual taking of women in rape and incest and the buying of them on the subject's own terms in prostitution.Further, the law constructs the female as Other not as freely consenting subject but as Other for the male subject in the space of unreason, for the logic of desire.In these constructions, lie the paradox of the law of sexuality. It exists purportedly to defend and protect the victims of rape, incest and prostitution but even in so far as it does so, it reasserts, through its constructions, the power of the speaking male subject through and the exclusion of the woman as Other from, the dominant male discourse as it is expressed in and enshrined by that law.The author is grateful for the comments of Glynis Cousin, Mike McConville, Brendan McSweeney and an anonymous referee on this work.     

Antecedents of Chinese Parents’ Autonomy Support and Psychological Control: The Interplay Between Parents’ Self-Development Socialization Goals and Adolescents’ School Performance

Despite ample evidence for the benefits of parental autonomy support and the harms of parental psychological control to Chinese adolescents’ well-being, little is known about what foreshadows these parenting behaviors among Chinese parents. The current research addressed this gap in the literature. It tested the hypothesis that parents’ endorsement of self-development socialization goals (i.e., regarding a positive sense of self in terms of holding optimistic attitudes toward oneself, feeling autonomous in one’s actions, and establishing one’s independence from others, as important for adolescents to develop) and adolescents’ school performance may interact to predict parental autonomy support and psychological control in urban China. Three hundred and forty-one Chinese seventh graders (mean age?=?13.30?years, 58?% female) and their parents (186 mothers and 155 fathers) participated. Parents reported on their own and their spouses’ endorsement of self-development socialization goals; adolescents reported on parental autonomy support and psychological control; and adolescents’ grades were obtained from school records. Significant interactions were found between parents’ socialization goals and adolescents’ grades in predicting parenting behaviors. When adolescents were doing well at school, the stronger parents’ endorsement of self-development socialization goals, the greater their autonomy support and the lesser their psychological control; when adolescents were doing poorly at school, regardless of parents’ socialization goals, their autonomy support was relatively low and their psychological control was relatively high. These findings highlight a tension between parental concerns over adolescents’ self-development and academic success, which needs to be resolved to promote autonomy support and prevent psychological control among urban Chinese parents.     

‘history’ is now: feminist theory and the production of historical feminisms1

Over the last decade, feminist practitioners across a variety of disciplines have been invoking history as an important grounding for both feminist politics and feminist theory. At the same time, however, insufficient account is taken of the extent to which standardized versions of ‘the feminist past’ are being invoked to represent a wide variety of feminist experiences and an equally heterogeneous set of historical circumstances and cultural contexts. It is suggested that if feminist reconceptualizations of history are to be taken seriously – if, in other words, history is the production of knowledges about the past and is itself contingent on the conditions of the present – feminist theorists must begin to reference both the imperial legacies of Anglo-European feminism and the multiplicity of feminist movements around the world. Only when feminists of all disciplinary persuasions begin to acknowledge the complex historical legacies of modern feminisms and situate their own critiques within them will feminist theory be properly grounded in, and responsive to, the exigencies of feminist history.     

inhabiting or occupying the web?: virtual communities and feminist cyberactivism in online Spanish feminist theory and praxis

This article examines the relationships between gender and technology in Spanish feminist praxis online and argues that different perspectives on online feminist community-building offer distinct responses to cyberactivism, which is considered central to sustaining efforts for social change. To ascertain whether Spanish virtual communities and cyberactivism have the potential to address the challenges posed by the relations between gender and technology, we analyse feminist scholar Remedios Zafra's theoretical proposals, and the different ways in which this theory intersects with the cyberactivism put forth by two feminist web portals, Ciudad de Mujeres and Mujeres en Red. We will discuss to what degree particular Spanish feminist theory and practice online adapts to or challenges utopianism regarding the liberating potential of technology. We will also examine how, in the face of critical arguments about such liberatory possibilities, two options present themselves for women's effective use of technology: inhabiting or occupying the web through the construction of feminist communities online.     

How Do I Feel About Feelings? Emotion Socialization in Families of Depressed and Healthy Adolescents

Emotional and cognitive changes that occur during adolescence set the stage for the development of adaptive or maladaptive beliefs about emotions. Although research suggests that parents’ behaviors and beliefs about emotions relate to children’s emotional abilities, few studies have looked at parental socialization of children’s emotions, particularly in families with depressed adolescents. The present study examined associations between parent and adolescent meta-emotion philosophies (MEP), defined as thoughts, reactions, and feelings about their own emotions. Additionally, adolescent depressive status was tested as a moderator of relationships between parents’ and adolescents’ MEP. One hundred and 52 adolescents, aged 14–18 (65.8% female), and their parents (148 mothers, 106 fathers) participated in a study on emotion socialization in families of depressed and healthy adolescents. Depressed adolescents (n = 75) and matched healthy adolescents (n = 77) were recruited based on research criteria for mental health status. The sample was largely Caucasian (82%) and of middle socioeconomic class status. Results indicated that mothers’ and fathers’ MEP about their children’s emotions were associated with adolescents’ MEP, although parents’ MEP about their own emotions was unrelated to adolescents’ MEP. Fathers’ MEP about children’s emotions made unique contributions to adolescents’ MEP across both adolescent groups. Adolescents’ depressive status moderated the relationship between mothers’ and adolescents’ MEP such that mothers’ MEP was particularly relevant for depressed adolescents. The continued influence of parents in the emotional lives of adolescents is discussed as well as differences in emotion socialization in families with depressed and healthy adolescents.     

How do Adolescents Learn Cyber-victimization Coping Skills? An Examination of Parent and Peer Coping Socialization

Recently, cyber-victimization has become an ever increasing concern for adolescents. Given the negative consequences of cyber-victimization, it is important to understand how adolescents learn strategies to cope (i.e., “coping socialization”) with cyber-victimization. The purpose of this study is to understand common coping strategies reported by adolescents, identify from whom youth learn cyber-victimization coping strategies (coaching), and explore how coaching is associated with adolescents’ self-reported use of coping. In a sample of 329 adolescents (49% male; 70% white), we found that positive coping strategies (e.g., problem solving, seeking social support) are used most frequently, and adolescents’ perceptions of both parent and peer coping socialization is associated with self-reported use of coping. Interventionists can use this information to adapt interventions to include influential positive socializers.