Barreras del Lenguaje: Children's Negotiation of Adult‐Created Exclusionary Practices*

This article explores the effects of language differences on dynamics among youth athletes. Fifteen hours of participant observation were conducted with a youth soccer team, supplemented by five interviews with the coach and with players’ parents. With a cohort consisting of a Spanish‐ and English‐speaking bilingual coach, one fully bilingual player and another partly bilingual player, two Spanish‐only‐speaking players, and four English‐only‐speaking players, there were opportunities for many different types of interactions. This article specifically focuses on how language differences served as a catalyst for the creation of exclusionary practices by the adults surrounding the team. However, these practices did not determine the team's culture; rather, there was both accommodation and resistance on the part of the players to those practices of exclusion that the adults had introduced.     

Opportunities to Play the Game: The Effect of Individual and School Attributes on Participation in Sports

Historically, African Americans and white girls have not had the same access to playing sports as white boys have had. Changes in laws led to racial integration of sports teams and equal athletic opportunities for girls. Yet, racial and gender gaps in playing sports persist, and intersections between race and gender, as well as different contexts of participation, may contribute to the gaps. This article uses structural resource and racial competition theories to examine the interactions among race, gender, and school environment to determine whether racial gaps persist for boys and girls and whether individual and school-level factors account for gender-specific racial gaps in sports participation. We combine data on every ninth-grade student in North Carolina public schools with data from school yearbooks and find that racial gaps in playing sports differ by gender, and that school factors—including opportunities schools provide to play sports—have unique influences on racial gaps for boys and girls.     

Kids Talking About Race: Tween‐agers in a Post‐Civil Rights Era

Our research examines how American children understand and talk about how race matters in their everyday lives. We draw on interviews with 44 middle school children who attend schools in an integrated county‐wide system and find that while some use color‐blind rhetoric, most children in our study know that race matters, while they offer alternative accounts for why and how. Some explain race as social inequality, while others offer cultural accounts of racial differences. Our analysis suggests that for white children, gender matters; more girls describe racial inequality than boys. For children of color, class seems to be key, with middle‐class children giving cultural explanations, including negative evaluations of others in their own racial group. We use an intersectionality framework to analyze the alternative and complex narratives children give for their own experiences of race and race relations between peers.     

INTERGENERATIONAL EFFECTS OF WELFARE REFORM: ADOLESCENT DELINQUENT AND RISKY BEHAVIORS

This study investigates effects of welfare reform in the United States on the next generation. Most previous studies of effects of welfare reform on adolescents focused on high‐school dropout of girls or fertility; little is known about how welfare reform has affected other teenage behaviors or boys. We use a difference‐in‐difference‐in‐differences framework to identify gender‐specific effects of welfare reform on skipping school, fighting, damaging property, stealing, hurting others, smoking, alcohol, marijuana, and other illicit drugs. Welfare reform led to increases in delinquent behaviors of boys as well as increases in substance use of boys and girls, with substantially larger effects for boys. (JEL K42, I12, I31, I38)     

Gendering the Eye of the Norm: Exploring Gendered Concertive Control Processes in Two Self‐Managing Teams

This article is the result of an ethnographic research project exploring the workplace interactions of two self‐managed teams of recruitment consultants. I use data from participant observation and recorded interviews to show the gendered nature of what Barker terms concertive control: the social processes by which team members regulate each others' conduct in line with negotiated team values. My analysis examines how team members negotiate core team values, translate these into specific actions and regulate these actions through concertive control interactions. I then set out three ways in which gender acts as a resource for these concertive control processes. These are: team members' assumptions about men's and women's relative skills and capacities, the ‘tough’ masculinity of the haulage industry in which one of the teams operates and the regulation of performances of heterosexuality during customer interactions. Building on research by others, I show gender to be not only embedded in the values and managerial style associated with teamwork but also integrated into the collaborative process of team‐working itself. I emphasize that social categories like gender become resources in the regulation of conduct at work and can reify hierarchies even in so‐called participative practices like self‐managed teamwork.     

"Girls cannot think as boys do": socialising children through the Zimbabwean school system

What little attention donor-sponsored research on gender and education in Zimbabwe has paid to how schools educate children to assume gender roles has focused on the effect of girls, but it is equally important for development purposes to deconstruct masculinity and the ability of Western stereotypes to foster patriarchy. In Zimbabwe, the school curriculum continues to be gender-differentiated and, when offered a choice, girls and boys choose subjects that fall within the traditional male/female split, which is promoted by teachers, parents, and peers. In addition, males dominate positions of authority in the secondary school system, and teachers of both sexes consider it their duty to steer pupils towards "gender appropriate" behavior. School textbooks further this stereotyping. Interviews in 1995 with 15 secondary school boys at each of six schools sought to uncover attitudes about gender and education. Most boys (77.5%) reported that it is equally important to educate girls and boys, but only 50.6% believed that girls are as intelligent as boys (while differentiating between the type of intelligence possessed by girls with that enjoyed by boys). The boys also gender-typed school subjects on the basis of perceived differentials in abilities and because they are prerequisites for gender-differentiated occupations. Almost 90% of the boys reported that a wife should obey her husband. Thus, patriarchal values are internalized in schools in a way that will impede development.     

Understanding career development amongst immigrant youth in a rural place

There is little research into the career trajectories and occupational aspirations of rural youth with immigrant backgrounds in Europe. This article presents new research based on field observations and interviews with five young immigrants of Persian descent in one rural town in Sweden. The findings highlighted gender differences in how the research participants felt their immigrant background would shape their future career plans and aspirations. The boys anticipated that by staying in the local town they might experience less of the stigma that they knew immigrants in urban areas often face. In contrast, the girls did not think of their rural home town as the best place to establish a career. One of the girls also spoke of an ambition to divide her working life between her new homeland and her family’s country of origin. The analysis stresses the importance of an intercultural understanding of both the local and the global when counselling immigrant youth in rural areas regarding their career choices.     

UNEVEN PLAYING FIELDS: STATE VARIATIONS IN BOYS' AND GIRLS' ACCESS TO AND PARTICIPATION IN HIGH SCHOOL INTERSCHOLASTIC SPORTS

Using 2000 aggregate Office of Civil Rights (OCR) data combined with demographic and contextual data from National Center for Educational Statistics (NCES); this paper finds gender parity in only a handful of states, wide variation among states in girls and boys access to single-gender interscholastic sports and teams, and that states vary widely in patterns of participation in single-gender sports activities. Regression analyses suggest that gender disparities in athletic participation opportunities among states is associated with states per pupil expenditures and student racial composition. Gender disparities in single-gender athletic participation rates among states are strongly associated with participation opportunities as well as per pupil expenditures and student racial and composition.     

Game On: Diminishing Risks for Depressive Symptoms in Early Adolescence Through Positive Involvement in Team Sports

While research shows that low levels of social acceptance and elevated body dissatisfaction increase risks for depressive symptoms among both girls and boys, little is known about protective factors that can mediate these risks. We test the hypothesis that positive team sports involvement mediates the effects of these risks on depression in a cross‐sectional study involving a diverse group of 449 Canadian students (49.7% girls) recruited from grades 8 to 10. Findings showed that positive team sports involvement partially mediated risks for depressive symptoms for both boys and girls. Implications for community‐ and school‐based sports programs are discussed.     

Continuity,change and complexity in the performance of masculinity among elite young footballers in England

Following recent research evidencing that young men are redefining the essential components of what it is to be a man, this paper draws on qualitative interviews with 22 elite‐level, English Premier League academy level football (soccer) players to investigate their performances and understandings of masculinity in relation to decreasing homohysteria. Even in this gender‐segregated, near‐total institution, these working‐class, non‐educationally aspiring adolescents evidence an attenuated performance of ‘maleness’ and improved attitudinal disposition toward homosexuality. Congruent with insights developed by inclusive masculinity scholars, respondents maintained emotional closeness and physical tactility with male teammates and friends. These more inclusive attitudes and homosocial behaviours were, however, slightly more conservative than in other recent research. We close by explaining this variation with reference to theoretical apparatus’ provided by Goffman and Bourdieu to advance theoretical debates about social class and masculinities.     

Making Sense of Muscle: The Body Experiences of Collegiate Women Athletes*

Using ethnographic research, this paper explores the experiences of elite women athletes on a Division‐I college soccer team. I draw on existing literature in the sociology of sport, sociology of the body, and interactionism to inform my analysis. With this approach, I illustrate the complicated relationship women athletes have with their bodies in relation to physical competition and dominant notions of femininity today. Key reference groups influenced the players’ self‐perceptions and encouraged the women to closely monitor their own appearances and actions. While undoubtedly affected by these inter‐actions as well as their place in the gender hierarchy, many women athletes subtly resisted notions of idealized bodies and constructed their own meanings about their bodies and experiences. Investigating the day‐to‐day body awareness and negotiations of women athletes reveals the gendered nuances of sport and the complicated relationship between cultural ideals and female embodiment.     

Beyond the Gender Differential: Very Young Children Coping with HIV/AIDS

This article reports on a recent study of HIV/AIDS which investigated the role of gender in the experiences of young children in one region of Namibia. The findings reveal that while gender is reported to shape school‐age girls and boys’ experiences of being infected or affected by HIV/AIDS in many African nations, gender was not an influential variable in the experiences of very young children coping with HIV/AIDS. Conditions of poor health, deprivation and stigma were equally distributed amongst young girl and boy participants. Connectivity with families and communities was shown to be influenced by living conditions but not differentiated by gender. No gender differences were identified regarding young childrens’ sense of hope and vision for the future. The article implies that there may be a particular juncture when gender begins to make a difference in the life of girls and boys—and that this could be an important focus for research. Copyright © 2006 The Author(s).     

MIDWEEK EFFECT ON SOCCER PERFORMANCE: EVIDENCE FROM THE GERMAN BUNDESLIGA

The home advantage phenomenon is a well‐established feature in sports competitions. In this study, we examine data from 2,013 soccer matches played in the German Bundesliga during the seasons from 2007–2008 to 2016–2017. Using a very rich data set, our econometric analysis that is based on matching methods reveals that the usual home advantage disappears when the game is in the middle of the week instead of being on the weekend. Our results indicate that, as the midweek matches are unevenly allocated among teams, the actual schedules of the Bundesliga favor teams with fewer home games in midweek. The study also shows that these soccer‐specific findings may have some implications for the design of contests in general. (JEL D00, L00, D20, Z20)     

What do young children know about sex? Research on the sexual knowledge of children between the ages of 2 and 6 years

We investigated the sexual knowledge of 63 Dutch children in the age range 2–6 years. Boys and girls were equally represented in the sample. The children had an average, or above‐average IQ and none of them had any experience of sexual abuse. It was found that young children have a very limited knowledge of sexuality. They only possess some basic knowledge of genital differences, gender identity, sexual body parts and (non‐sexual) functions of the genitals. Knowledge of pregnancy and birth, reproduction and adult sexual behaviour was found to be very limited and decreased in the order presented here. Non‐sexually abused children appear to interpret situations that show physical intimacy between adults and children in terms of their own experiences. None of the children talked about sexual activities. Older children generally knew more than younger ones. No significant differences in knowledge between boys and girls were found. Copyright © 2000 John Wiley & Sons, Ltd.     

Acculturation, gender stereotypes, and attitudes about dating violence among Latino youth

This study examined the relationship between personal characteristics (gender, acculturation, belief in gender stereotypes, recent dating experiences), and attitudes and knowledge about dating violence in urban Latino youth (N = 678). All participants completed self-administered surveys at school. Relative to girls, boys held more problematic (proviolence) attitudes about dating violence and reported less knowledge about dating violence and its consequences. Teens who were more traditional (less acculturated), those who endorsed gender stereotypes, and those who reported recent fearful dating experiences tended to report less knowledge about abuse and lower endorsement of nonviolent attitudes. Multivariate analyses revealed that all four personal variables predicted dating violence knowledge. By contrast, attitudes were predicted by endorsement of gender stereotypes only, or gender stereotypes and gender. Implications for dating violence interventions and future directions for research are explored.     

Youth characteristics associated with behavioral and mental health problems during the transition to residential treatment centers: the Odyssey Project population

This study aimed to determine what youth characteristics were associated with emotional and behavioral problems exhibited within the first three months of placement in residential treatment centers (RTCs) in a sample of youth from 20 agencies in 13 states. Two primary research questions were addressed: 1) What characteristics were associated with behavior during the transition to care? 2) Were the characteristics associated with behavior during the transition the same for boys and girls? Data were drawn from the Time 1 phase of the longitudinal national Odyssey Project dataset developed by the Child Welfare League of America. Measures included an extensive child and family characteristics (CFC) form and the Achenbach Child Behavior Checklist (CBCL). The results revealed significant gender-specific patterns of associations between youth characteristics and behavior exhibited during the transition to RTC placement. Notably, a sexual abuse history was associated with Externalizing for girls and Internalizing for boys and entering on psychotropic medication was associated with Internalizing for girls and boys and Externalizing for boys only. Results suggest many avenues for refining practice.     

Family Structure,Gender, and Adolescent Emotional Well-Being

This article focuses on gender differences in emotional well-being of adolescents in five different family settings. It analyzes two main mediators—economic deprivation and parental socialization—and is based on unusually rich survey data combining parental and child reports as well as information from administrative registers. The results show lower well-being of children in single-mother families and stepfamilies. These associations are mainly mediated through parental socialization rather than economic deprivation, except for girls in their early to midteens living with a single mother. Different patterns of lower well-being levels for boys and girls in different family settings are found.     

The One-Child Policy and Gender Equality in Education in China: Evidence from Household Data

This paper uses individual-level data from the China Health and Nutrition Survey and examines the impact of the one-child policy on gender equality in education in China. The results showed children in one-child households enjoyed significantly improved opportunities for education compared to children inside multiple-child households. The improvement for girls was larger than that of boys. In addition, we found no difference in years of schooling between only-child boys and only-child girls, whereas the gap between boys and girls inside multiple-child households remained significant. In particular, years of schooling for girls having male sibling(s) were 0.62 years lower than that of girls having female sibling(s). These findings suggest the one-child policy inadvertently contributed to greater educational gender equality in China.     

Girls,boys, money. Economic socialisation,gender, and generations in Italy

The aim of this article is to discuss the issue of economic socialisation in Italy from a gender perspective. What do boys and girls know about money and economy? How do they acquire this knowledge? What roles do the family, school, and the media play?

The empirical material making up the base of our observations is composed of in-depth interviews with a group of Milanese families on the questions of economic socialisation and practices of money management. Gender differences emerge in the construction of the relationship with money by children and young adults: girls, in particular, undergo the strongest pressure, i.e. they are still more driven towards discipline and self-control.

Our results also suggest the need to activate targeted, gender-sensitive training programmes in economic education.     

Trends in US Army child maltreatment reports: 1990–2004

We present the victim rates and severity of child maltreatment in US Army families by the sex of the child and parent from 1990–2004. Neglect rates decreased from a high point in 1991 to a low in 2000, but by 2004 the rates had increased to about the 1991 level. During two large‐scale deployments of the US Army to the Middle East (1991 and 2002–2004), the rates of neglect increased. Neglect rates were highest for the youngest children and decreased as age increased. Physical abuse rates decreased from 1990–2004, but the decline was slowed during 2001–04. Physical abuse was more severe by male offenders. Emotional abuse showed wide fluctuations in rates. Emotional abuse rates were similar for boys and girls up to age 11, but the rates for older girls were higher. Sexual abuse had the lowest rates throughout the time of this report, decreasing from about 0.5/1000 to about 0.1/1000. The rates of physical abuse and neglect were generally higher for boys than for girls up to the teenage years when the rates reversed. Male offenders were more likely to maltreat children (even excluding sexual abuse) than were female offenders and offenders of both sexes were more likely to abuse male children. We provide suggestions for practice, prevention and research in child maltreatment. Published in 2008 by John Wiley & Sons, Ltd.