Safe Spaces: Gay‐Straight Alliances in High Schools

In activists’ circles as in sociology, the concept “safe space” has been applied to all sorts of programs, organizations, and practices. Few studies have specified clearly what safe spaces are and how they support the people who occupy them. We examine one social location typically understood to be a safe space: gay‐straight alliance groups in high schools. Using qualitative interviews with young adults in the United States and Canada who have participated in gay‐straight alliances, we unpack this complex concept to consider some of the dimensions along which safe spaces might vary. Based on interviews with participants, we derive three interrelated dimensions of safe space: social context, membership, and activity.     

Person‐Environment Fit and Positive Youth Development in the Context of High School Gay–Straight Alliances

Drawing from a person‐environment fit framework, we identified profiles of youth in gay–straight alliances (GSAs) based on the extent to which they received information/resources, socializing/support, and advocacy opportunities in their GSAs and the extent to which this matched what they desired from their GSA along these three functions. Further, we examined profile differences in positive developmental competencies while accounting for community‐contextual factors. In a sample of 290 youth from 42 Massachusetts GSAs, latent profile analyses identified five subgroups. Overall, youth receiving less from their GSAs than they desired, particularly regarding opportunities for advocacy, reported lower levels of self‐reflection, bravery, civic engagement, and agency than youth who received information, socializing/support, and advocacy that matched or exceeded what they desired.     

Support for Climate Change Policy: Social Psychological and Social Structural Influences*

Abstract We investigated preferences for climate change mitigation policies and factors contributing to higher levels of policy support. The sample was comprised of 316 Michigan and Virginia residents, all of whom completed mail surveys. Of the eight policies proposed to reduce the burning of fossil fuels, respondents overwhelmingly indicated they would not support a gas tax, while support was highest for shifting subsidies away from fossil fuels and towards sustainable energy strategies. With the exception of taxes on gasoline and “gas guzzlers,” a majority of respondents supported all other mitigation policies. Multivariate analyses revealed that greater trust in environmentalists and less trust in industry, greater recognition of the consequences of climate change, higher income, being black, and older age were predictive of greater policy support. Personal values (e.g., altruism), future orientation, and political affiliation were strong predictors of policy support but only indirectly via worldviews and environmental beliefs.     

Managing ‘Spoiled Identities’: Parents’ Experiences of Compulsory Parenting Support Programmes

While recent years have seen a rapid growth of research exploring the usefulness of parenting support programmes, no empirical research to date has specifically explored experiences of compulsory parenting support. The present study examines the narrative accounts of 17 parents who, through a Parenting Order, were made to participate in such programmes. Findings suggest that the particular nature of court‐sanctioning, and the ‘spoiled identity’ it produces, shapes how parents subsequently experience their parenting support. It concludes that government rhetoric should not use findings from voluntary attendance to support extending the use of compulsory parenting support programmes.     

Climate Hazards and Risk Status: Explaining Climate Risk Assessment,Behavior, and Policy Support

Based on a national survey conducted two years after Hurricanes Katrina and Rita hit the U.S. Gulf Coast, we investigate the ways in which major “risk conditions,” which may subject individuals to climate-related hazards, translate to varying responses to risk: including risk assessment, behavioral modification, and policy support. We present a model that an individual's risk status can be determined by their embeddedness in risk conditions, which include both exposure to risk sources and access to risk information. Our findings suggest that an individual's access to information on climate risks significantly influences their proactive responses to climate hazards, as in, those who have objective knowledge of climate risks and social ties with concerned others are more likely to be proactive toward climate risks. It is also observed that an individual's political views tend to predispose their assessment of climate risks, which further affect their behavioral and policy responses.     

Economic Incentive,Embeddedness, and Social Support: A Study of Korean‐Owned Nail Salon Workers’ Rotating Credit Associations1

Much of the past research on rotating credit associations (RCAs) in the U.S. Korean community has been conducted in the context of Korean entrepreneurs’ success in small businesses. By contrast, little has been known about the significance of RCAs in the lives of Korean immigrant workers. Based on a sample of Korean female workers at Korean‐owned nail salons in the New York–New Jersey area, the first aim of this study is to address whether Korean immigrant workers, like Korean immigrant merchants, take into account RCAs as a way to save money or raise capital. Second, this study also speculates about the importance of embeddedness (Granovetter) and social capital (Portes and Sensenbrenner) views for both economic behavior and a likelihood of malfeasance by RCA participants. Lastly, this study regards RCA membership as a mechanism of social support for its participating members. Overall, the analyses provide evidence that RCA membership at nail salons leads to both economic benefit and social support for some of its participants, and that embedded networks and an accompanying sense of trust have some connection to the suppression of its members’ latent malfeasance.     

Aversive Peer Experiences on Social Networking Sites: Development of the Social Networking‐Peer Experiences Questionnaire (SN‐PEQ)

Cyber victimization is an important research area, yet little is known about aversive peer experiences on social networking sites (SNSs), which are used extensively by youth and host complex social exchanges. Across samples of adolescents (n = 216) and young adults (n = 214), we developed the Social Networking‐Peer Experiences Questionnaire (SN‐PEQ) and examined its psychometric properties, distinctiveness from traditional peer victimization measures, and associations with internalized distress. The SN‐PEQ demonstrated strong factorial invariance and a single‐factor structure that was distinct from other forms of peer victimization. Negative SNS experiences were associated with youths' symptoms of social anxiety and depression, even when controlling for traditional peer victimization. Findings highlight the importance of examining the effects of aversive peer experiences that occur via social media.     

School Meals and Food Poverty: Children’s Views,Parents’ Perspectives and the Role of School

This paper addresses the importance of school meals in balancing food budgets and diets among 45 low‐income families in Portugal. Drawing on interviews with both parents and children (aged 11–15 years) we found that children’s views on the quality of school meals affect their willingness to eat at school and heighten parental concerns with health, food and resources. For parents, school meals are crucial to ensure children’s dietary variety and balancing tight food budgets. Schools’ role in food poverty alleviation is also critically addressed, contributing to current and future sociological studies of children, school meals and food poverty.     

Environmental Risk Exposure,Risk Perception,Political Ideology and Support for Climate Policy

The degree to which risk perceptions are socially constructed versus the result of actual exposure to risk is highly contested; how risk exposure and risk perception influence policy attitudes is also poorly understood. We examine how personal exposure to risk factors impacts risk perceptions and policy support related to air pollution and climate change. Our selection of risk exposure variables is informed by the “mental models” literature, and we employ an array of variables to capture subjective risk perceptions using novel survey data. We find that exposure to risk does little to predict risk perception and has a small influence on policy support. Overall, our findings lend support to a constructionist understanding of risk perception and support for policies related to environmental risks.     

To Join or Not to Join: Gay-Straight Student Alliances and the High School Experiences of Lesbian,Gay, Bisexual,and Transgender Youths

This retrospective study investigates 79 lesbian, gay, bisexual, and transgender (LGBT) college students’ experiences attending high schools with gay-straight student alliances (GSAs). Responses to two, open-ended survey questions were analyzed thematically to identify reasons that underlie GSA non-membership and to model facets of GSAs that may impact the GSA-related experiences of LGBT youths. Three frames of reference for understanding GSA non-membership and perceptions of GSAs emerged. Implications for predicting GSA membership and identifying protective mechanisms of GSAs are outlined. Suggestions to help GSA leaders and advisors enhance specific aspects of GSAs that appear to be associated with positive perceptions of GSAs are also provided.     

Adolescents’ Daily Experience of Fathers’ Emotional Support and Self‐Evaluation in Korea

Recently, fathers’ role in children's development has been recognized internationally. In Asian countries, similar conversations have emerged but there has been a lack of empirical studies that considered the unique cultural contexts. As a response, based on Bronfenbrenner's process‐person‐context‐time model, the present study examined the daily dynamics and individual differences in the experience of fathers’ emotional support and self‐evaluation in social roles among 283 Korean adolescents in 5th and 8th grade. Through Hierarchical Linear Modeling, within‐person associations between adolescents’ experience of fathers’ emotional support and self‐evaluation in social roles on the same day and the next day were found, with individual differences by grade level and family affluence. Theoretical and practical implications within the relevant cultural context are discussed.     

Implicit and Explicit Peer Evaluation: Associations With Early Adolescents’ Prosociality,Aggression, and Bullying

Implicit and explicit peer evaluations were assessed among 120 early adolescents (56 boys, 64 girls; M age = 11.1 years). Explicit peer evaluations were round‐robin ratings of likeability; implicit peer evaluations were assessed with an approach‐avoidance task, also using a round‐robin design. Prosocial behavior, aggression, and bullying were assessed with a standard peer nominations procedure. Prosocial behavior predicted explicit positive evaluations given and received. Bullying and physical aggression predicted receiving explicit negative evaluations from peers. Implicit negative biases were found for girls but not boys. Relationally aggressive girls and bullying girls showed a negative implicit bias toward their peers. Possible implications for intervention are discussed.     

Social Cognitive Factors,Support, and Engagement: Early Adolescents’ Math Interests as Precursors to Choice of Career

The authors examined the central hypothesis that students’ early perceptions of support and sense of engagement in math classes and math activities strongly influence the broadening or narrowing of their math interest. The focus was on the first wave of qualitative data collected from 5th‐, 7th‐, and 9th‐grade students during the 2007–2008 academic year as part of a longitudinal study. Findings indicate the importance of using group work and extrinsic motivation in middle school math classes to broaden interest; peer classroom behavior was often a detractor of math interest.     

Negation,Refusal and Co‐Optation: The Frankfurt School and Social Movement Theory

This article outlines how the critical theory of the Frankfurt School has influenced some key debates within social movement studies. The impact of Jürgen Habermas's sociology is widely acknowledged, especially with regards to our understanding of ‘new social movements’. There have however also been several lesser‐known attempts to bring the concerns of Theodor W. Adorno's negative dialectics and Herbert Marcuse's critique of one‐dimensional society to bear onto social movement research. For this reason it makes sense to outline the relevance of the ‘first generation’ members of the Frankfurt School – something that is often missing from the most authoritative overviews and textbooks on social movement theory. Presenting a body of literature that often appears as fragmented or only on the periphery of social movement theory in this way reveals a number of common themes, such as negation, refusal and co‐optation. To this end, the article provides a comprehensive theoretical overview of the multiple ways of how critical theory has made sense of social movements and argues that its concerns can be brought into a rewarding dialogue with contemporary social movement studies.     

Children’s Experiences of Completing a Computer‐Based Violence Survey: Ethical Implications

This article aims to contribute to the discussion about the ethics of research on children when studying sensitive issues such as violence. The empirical analysis is based on the accounts given by children (11 377) who completed a computer‐based questionnaire about their experiences of violence (‘The Finnish Child Victim Survey 2008’) and their reflections on the survey. We argue that experiences of violence should not be excluded from the research agenda on children due to ethical reasons, but that a more sophisticated practice should be developed instead to meet the needs and rights of children as informants. © 2010 The Author(s). Journal compilation 2010 National Children’s Bureau and Blackwell Publishing Limited.     

Social Integration in Post‐Multiculturalism: An Analysis of Social Integration Policy in Post‐war Britain

Social integration is one of the most urgent issues in Western countries, where cultural diversity has been recognized to make social unity danger. In the past, social integration used to be tackled by multiculturalism, which was an effort to recognize cultural diversity as a positive aspect of society. However, multiculturalism is losing the moral support of society because multiculturalism itself could not be a social glue among different people; rather it is thought to make society unstable. Thus, a new philosophy and policy is required to manage the issues of social integration in a globalized social environment. In order to create social integration, on one hand, people with different backgrounds need to share the same concept of society. On the other hand, people have to become accustomed to cultural diversity. However, this is not easily accomplished because both measures for social integration seem to be politically contradictory and incompatible. How, and by what reasons, could these two conditions of social integration be satisfied? To answer this question, this paper scrutinizes the changes in social integration policy in post‐war Britain. I divide social integration policy in Britain into three stages focusing on the relationship between social unity and cultural diversity: from after World War II to 1979; Thatcher's and Major's Conservative Governments; and Blair's new Labour Government. The social integration policy and philosophy of the new Labour Government in particular is important because it represents post‐multiculturalism discourse for social integration. The Labour Government tried to establish social integration by introducing an abstract common identity, which both the majority and minority groups could accept and which is compatible with various cultural or religious conventions and teaching, as it were, citizenship and Britishness, as a set of liberal values. Although the Labour Government's policy itself was controversial, it is giving us a reference point for the debate on social integration in a post‐multicultural era.     

Social Support to Parents‐in‐Law: The Interplay of Gender and Kin Hierarchies

Using data from a representative sample of middle‐aged married persons, we compare men's and women's contact and assistance to older parents‐in‐law and parents. Women have more visits and phone contact with their parents than do men, and men talk on the phone more with their in‐laws than do women. There are no gender differences in assistance patterns. Multivariate analysis shows that women contact and help parents more than in‐laws, whereas for men there are no such differences. There is little direct evidence that the presence of one set of parents affects relations with the other. Our findings suggest that although women clearly give priority to relations with their own parents, men experience pulls in both directions.     

Social Support Networks and School Outcomes: The Centrality of the Teacher

This investigation compares school outcomes for students who differ in the extent to which they perceive their parents, friends, and teachers—each alone and in combination—as important sources of social support. Findings indicate that middle and high school students who perceive high supportiveness from all three sources of support, as opposed to none, one, or two, have better attendance; spend more hours studying; avoid problem behavior more; have higher school satisfaction, engagement, and self-efficacy; and obtain better grades. Positive school outcomes are promoted when teacher support is perceived in combination with perceived support from parents and friends. Implications of the results for human service providers are presented.     

Loneliness and Adolescents’ Neural Processing of Self,Friends, and Teachers: Consequences for the School Self‐Concept

The present interdisciplinary study explored whether perceived loneliness is associated with ventromedial prefrontal cortex (vMPFC) activation during self‐ and social judgments (friends and teachers) in adolescents. Moreover, we examined how vMPFC activity is related to the academic self‐concept (ASC). Results of manifest path analysis indicated that high perceived loneliness was related to lower neural response to self‐judgments. In turn, high neural response to self‐judgments was positively associated with the ASC, whereas there was a trendwise negative association between high neural response to teacher‐related judgments and ASC. This study reveals associations between perceived loneliness and neural processing of the self, underlining the idea that feeling isolated from others may hinder self‐insight and, by extension, the formation of a stable academic self‐concept.