The Differential Perceptions of Male and Female Deviants

Abstract

Hepburn (1975) stated that the definition of the audience determines whether deviance exists so that societal reaction can take place. However, the audience has not received systematic attention in the literature of the sociology of deviance. The existing literature examines mostly the reactions of official social control agents. Consequently, the purpose of this research is to determine the stereotypes held by a group besides social control agents. Further, the research explores whether the sex of the deviant affects the stereotypes associated with deviant behaviors. The data were gathered from a sample of college students attending a small liberal arts college. Twelve types of deviants representing a wide variety of behavior patterns were evaluated using an Osgood semantic differential scale. The data show that the respondents perceived each type of deviant as having a different stereotype and that the stereotypes did not overlap. Furthermore, the stereotypes were not complex ones, nor all negative. The data further indicate that the sex of the deviant was influential in how people responded to that deviant.     

A Model of Comparative Ethics Education for Social Workers

ABSTRACT

Social work ethics education models have not effectively engaged social workers in practice in formal ethical reasoning processes, potentially allowing personal bias to affect ethical decisions.¹ Using two of the primary ethical models from medicine, a new social work ethics model for education and practical application is proposed. The strengths and weaknesses of specific extant social work and medical models are reviewed and addressed by the new model and its educational process. The development, components, and use of the social work model are detailed, and an education process example is provided.     

People with experience of long-term drug use and homelessness teaching with us: experts by experience participation in university social work education

ABSTRACT

Participation of experts by experience in university social work education is an important shaping factor for future social workers. This article presents two-year long experience in lecturing together with people who have had experience with long-term drug use, homelessness and have a lot of experience with being in a role of social work clients as well. The aim of the presented approach is to recognize their experience, opinions, and attitudes as an important source of knowledge in social work. Based on the research outcomes, the authors discuss topics such as: the role of experts, empowerment, breaking the stereotypes and ethical issues related to experts’ participation. They conclude with practical recommendations.     

Developmentalism and the Rhetoric of Best Interests of the Child

Abstract

The foster care system in Australia has recently recognised the importance of encouraging lesbians and gay men to become foster carers. Whilst this may be seen as an important step towards overcoming social stereotypes that position lesbians and gay men as unfit parents, I propose that foster care public policy in Australia is shaped by a number of key assumptions that effectively exclude lesbian and gay foster parents. In particular, I focus on how the logic of developmentalism [where children are assumed to follow a (hetero)normative developmental pathway] and the rhetoric of best interests of the child (within which a particular moral framework is employed to judge who can and who cannot protect children) work to recenter a normative understanding of families and parenting that encourages lesbians and gay parents to adopt a heterosexual model of parenting.     

Social mobilizations and the question of social justice in contemporary Russia

ABSTRACT

Notwithstanding stereotypes of Russian apathy, long-term field research reveals that there have always been grassroots and labour protests in post-Soviet Russia, even as the shock of ultraliberal reforms led to mass precariousness and social disorientation. However, the social mobilizations that do occur are scattered, weakly publicized and mostly small-scale. This paper conceptualizes them as ‘everyday activism’, that is, an activism embedded in everyday life experience and pragmatic sense. Only recently, and in a paradoxical relation to the populist and patriotic Kremlin discourse, some new trends have emerged towards other popular variants of the new discourse that includes social equality claims and what the paper calls ‘social critical’ populism. However, this populism from below does not automatically lead to mass mobilization, although it provides the necessary background for it.     

Rethinking Girls “At-Risk”

Abstract

This conceptual article critically analyzes influential theoretical frameworks concerning adolescent female development, including psychosocial identity stage theory, person-in-environment theory, and feminist psychology. Based on the strengths and limitations of these approaches, the author introduces social workers to an emerging framework that addresses the gender, race, and class intersections that contextualize adolescent girls' developmental experiences. This perspective also discusses young women's capacity to resist norms and stereotypes in their search for an authentic identity. This innovative theory complements a strengths-based approach to social work and can be used to guide research andpractice with this population.     

Fitting in and looking pretty: experiences of students with visual impairment participating in ‘inclusive’ ballroom dance classes

Abstract

Greater participation in social, sporting and cultural activities by disabled people is important for inclusion. We discuss the experiences of four students with visual impairment who are partnered with sighted dancers in an inclusive ballroom dancing project. Their talk is discussed against the background of common images about dance, disability and performance. Participants experienced inclusive ballroom dancing as enjoyable. They also indicated the ways in which the dancing involved acting to conceal their impairments and to reinforce norms of non-disabled heteronormativity. We discuss the contradictions inherent in projects which espouse inclusion and are appreciated but which perpetuate exclusionary stereotypes.     

Disability studies as a framework to design disability awareness programs: no need for ‘magic’ to facilitate children’s understanding

Abstract

This paper presents and critically discusses a disability awareness program that was addressed to non-disabled children aged between 6-8 years old in Cyprus. The main aims were to explore how disability studies and anti-oppressive pedagogies could inform decisions on structured activities and materials to support children understand disability as condition of life, and recognize disabling practices. Artefacts from children’s work and narratives are presented throughout the paper to inform decisions and choices in relation to the program. The discussion draws on international literature and critically examines: a. how disability feminists’ focus on experiences of disability can have a central place in awareness raising programs, and can be further strengthened by a social model understanding of disability, b. the local context and the use of language as raised by postmodernists/poststructuralists, and c. the use of cartoons as a form of art that can help recognize and challenge dominant disability stereotypes.     

Young bisexual people’s experiences of microaggression: Implications for social work

ABSTRACT

This article focuses on negative identity experiences reported by young bisexual people in a 28-day daily study, and the implications of these experiences for social work practice. Participants ranged in age from 18–30 years, had Internet access, could read and write in English, and identified as bisexual or felt the label applied to them. Participants who completed at least one diary entry (n = 91) included 49 women, 30 men, and seven genderqueer people. Using a constructivist grounded theory approach, data were organized according to the social ecological model. Erasure, stereotyping, and oppressive discourse microaggressions occurred at both the institutional and interpersonal levels. The majority of reported microaggressions occurred at the interpersonal level, with erasure and stereotyping being most common. Participants also reported three types of intrapersonal microaggressions: internalized oppressions, internalized stereotypes, and ambivalence about coming out. Findings can inform social workers’ efforts to increase their capacity to support bisexual people.     

Social Work Field Education as Social Development

SUMMARY

This article will discuss social development models and their application to the establishment of social work field education in Lithuania. A model of field education as social development is presented and discussed, with reference to promoting core social work knowledge, values and skills, establishing relationships between educational and social welfare institutions, and identifying the impact of field education programs on community well-being. Examples from the authors' experience in educational program development and implementation are presented, along with implications for international social work education.     

Keynote 2. Viewing Participants as Resources for One Another,Communities and Societies

Abstract

The new millennium has heralded fundamental shifts in our sense of security and solidarity. Systemic changes are warranted to restructure human relationships both within and between diverse communities. The call for establishing ‘resilient’ communities is becoming a common theme as governments worldwide struggle to maintain social cohesion. The primary purpose of this paper will be to advance the proposition that communities are strengthened economically and socially through the creation of strategic initiatives that foster the establishment and ongoing maintenance of intergenerational solidarity. Intergenerational solidarity is described as an effective vehicle for converting life into a dynamic learning laboratory with mutual benefits for individuals, groups and society. Ageist attitudes and aged-based stereotypes, particularly as applied to older adults and aging, are seen as a threat to intergenerational solidarity. The conventional solidarity model requires comparison and challenge from a framework that incorporates the possibility for negative tensions arising from intergenerational competition for scarce resources and services. A lifespan development perspective is offered as an effective means for viewing how socio-economic conditions and the policy agenda influence interactions between the generations. Core ingredients for developing and sustaining meaningful interaction between generations are proposed and a view of the future is given where aging and the social roles of older adults are transformed.     

Teaching and incorporating practice models in a human behavior in the social environment (HBSE) course

ABSTRACT

Human behavior and the social environment (HBSE) instructors do not systematically or routinely teach and incorporate practice models in their course. In this article, social work educators describe an approach to teaching and incorporating practice models in a HBSE course using a five-step adapted, modified version of Mosey’s extrapolation method for teaching master level social work students to evaluate and apply practice models. The authors use the Balanced and Restorative Justice (BARJ) model as an illustration to help social work students develop critically reflective approaches to evaluating and applying practice models. The techniques and guidelines outlined in this article could be applied to other practice models and used by social work educators and students interested in other fields of practice.     

Being Brave: Negotiating the Path of Social Transition With a Transgender Child in Foster Care

ABSTRACT

A literature review of treatment guidelines regarding children and adolescents with gender dysphoria culminates in consideration of two models: the gender affirmative model and the multidimensional family model. A single case study of a child in foster care in the United Kingdom, from the age of seven to eleven, illustrates the process of social transitioning from the assigned gender to the true gender self. The role of the context of the child in facilitating the process of social transition in the form of school, family, local authority, and the National Health Service is highlighted. Professionals working with gender nonconforming and gender-dysphoric children are encouraged to consider social transitioning as a viable option.     

Withdrawn,strong, kind,but de-gendered: non-disabled South Africans’ stereotypes concerning persons with physical disabilities

Abstract

The present paper examines stereotyping in relation to physical disability and gender in the South Africa. Cross-sectional data for the present study were gathered using free response items in a large survey (n = 1990) examining the attitudes of people without disability towards different facetsof sexuality and disability. The most prominent stereotypes found in thepresent study were those which characterised PWPD as withdrawn and shy, SuperCrips, or happy, funny, and kind. The findings in the present papersuggest that stereotypes of PWPD are not overwhelmingly de-sexualising, but are undifferentiated by gender.     

Multiple Stereotypes of Stepfathers

Abstract

Three separate studies were conducted to determine whether university students hold multiple stereotypes of stepfathers. In the first study, 116 undergraduate students were asked to list all of the traits that are typically associated with stepfathers. After semantically similar traits were grouped together, 77 distinct traits (45 negative and 32 positive) remained. In the second study, 34 undergraduate students were asked to sort the 77 traits from Study 1 into one or more groups; each group consisting of traits that could be found together in one and the same stepfather. Hierarchical cluster analysis resulted in nine negative and six positive trait clusters, indicating that people have multiple stereotypes for stepfathers. In the final study, 29 undergraduate students were asked to rate their impressions of a person who possessed each of the 15 sets of traits, using a semantic differential scale. In addition, students were asked to indicate how typical each trait cluster (or stereotype) was of stepfathers in general. The results indicated that the positive stereotypes received higher ratings than the negative stereotypes. Further, the positive stereotypes were seen as more typical of stepfathers, while the negative stereotypes were not viewed as typical of stepfathers.     

Everyday Practices of Race,Class and Gender

Abstract

Those who claim or are identified with a mixed identity often find themselves confronted with negative stereotypes and questions about their defined reality. This paper discusses the social meaning of the mixed identity of bisexuality, its intersection with race and gender, and how it is understood and negotiated. Emerging out of this discussion are broad considerations for social justice and specific considerations for the bisexual community in engaging in non-hegemonic, race conscious, community development efforts. It is important to note that when I speak of women of color I assume a plurality of experience and racial identification. In fact among racial groups, the differences are often equal to or greater than the similarities. As well, I acknowledge many other sites of oppression such as class and disability as important in their intersection with bisexuality but focus here primarily on sexual orientation, race and gender to provide more depth in an area in which there is very little written.     

The relationship between financial strain,perceived stress,psychological symptoms,and academic and social integration in undergraduate students

ABSTRACT

Objective: Financial strain may directly or indirectly (i.e., through perceived stress) impact students’ psychological symptoms and academic and social integration, yet few studies have tested these relationships. The authors explored the mediating effect of perceived stress on the relationship between financial strain and 2 important outcomes: psychological symptomology and academic and social integration. Participants: Participants were 157 undergraduate students. Data were collected from December 2013 to March 2014. Methods: Cross-sectional data collection conducted using online survey software. Results: It was found that perceived stress mediated the relationship between financial strain and (a) psychological symptomology and (b) academic and social integration. Both models included first-generation status as a covariate. Conclusions: Results suggest that perceived stress is an important intervention target for reducing psychological symptoms and improving academic and social integration for undergraduate students. Implications for university health centers and mental health professionals include incorporating a public health model to minimize stress risk.     

Stereotypes and retirement: A perspective from the palmore facts on aging quiz

This paper focuses on the stereotypes that elderly retirees hold of old age and the socioeconomic and sociodemographic factors associated with these beliefs. The Palmore Facts on Aging Quiz (FAQ) was administered to 224 retirees from a large corporation in the Southwest. The results show that this group of elderly retirees is less likely to stereotype the elderly or old age than are similar age samples administered the FAQ, but is still negative in the stereotypes it does hold.