Sex differences in sex-role conceptions and family orientation of high school students

Studies of college freshmen find that men are more sexist in their attitudes than women. Does this hold also for high school students? This paper reports the relationship of (1) sex-role attitudes to selected school and family characteristics and (2) attitudes toward family life to sex-role conceptions for women and men. The study is based on 529 students in grades 9 to 12 attending four high schools. The findings show that males are more sexist than females and Blacks more so than Whites. Women who are bright, from upper class backgrounds, and whose mothers work are more equalitarian in sex-role conceptions. For men, family background is unimportant, but attending an elite public school seems to foster equalitarian sex-role conceptions. Men's sex-role attitudes are harder to explain than women's, and, unlike women, their role attitudes have little connection to their family orientation.     

Public or Personal Character in Election Campaigns: A Review of the Implications of the Judgment in Watkins v Woolas

Reviewing the Election Court's decision that a candidate's parliamentary election literature was unlawful under the Representation of the People Act, the Divisional Court held that statements could either be about a candidate's public character or his personal character but not both. Though the legislation was compatible with the ECHR if it penalised only the latter, the question for the courts is really a matter of whether statement impugns a candidate's character more than merely as a necessary implication of an allegation regarding conduct such as the breaking of election promises.     

Models of Discourse and Hermeneutics in Octavio Paz's El Laberinto de la Soledad

This article explores how certain presuppositions govern our interpretations of this canonical text by Octavio Paz. I trace its biographical and textual origins, the book's peculiar reception, some of its multiple intellectual sources, and the problem of genre and how these hermeneutic discourses and epistemological tools interact. Structure (the relationship between psychology and history), rhetorical strategies and central symbols and metaphors that give the book its unity and complexity are also discussed. I conclude that we can read this hybrid work simultaneously as essay, narrative text, autobiography and modern epic myth: it is both an analytic or ironic deconstruction and an imaginative, symbolic construction of individual and collective identity.