Applications to Social Work Programmes in England: Students as Consumers?

One of the most resounding impacts of the introduction of the new social work degree in England in 2003 has been an increase in the number of applications to social work courses. However, the processes used by applicants to reach decisions about where to study social work are little understood. This article reports data from six preparatory focus groups and four interviews (n = 38), 17 focus group interviews with first year students (n = 112) from nine social work programmes run in six universities, and 2,606 responses to three online surveys administered to first year students, which were collected as part of the national Evaluation of the New Social Work Degree in England funded by the Department of Health. They show that students use a range of sources to find out about social work education, with rising reliance on electronic media as an information resource. Although the majority cites convenience of location as the chief reason for selecting a particular university, academic reputation appears to be growing in importance. Observations from these data are discussed in the context of consumer behaviour in higher education and in social work education at a time when universities are developing marketing strategies to compete for students.     

Snack time in kindergarten as a cultural practice—Implications for processes of subjectivation

This article explores subjectivation processes in eating situations in Swiss kindergartens. On the basis of a long-term ethnographic study and against the backdrop of the public discourse on healthy food in schools it investigates how norms and rules are being translated, shaped and performed in daily practices of un/doing difference. This ethnomethodological approach is combined with Judith Butlers deconstructionist perspective of analysing local and institutional norms of recognisability. The findings show that eating situations are highly relevant for processes of subjectivation and also bear a high potential for conflicts regarding differing cultural norms around eating.     

Young adults’ hopes for the long-term future: from re-enchantment with technology to faith in humanity

Recent scholarly research has claimed that young people are predominantly concerned with their immediate ‘horizon of planning’, resulting in an outlook upon the future that is dominated by present-day concerns. By distinguishing between choices and plans, on the one hand, and hope and faith, on the other, this article analyses how young people relate to the future through their attitudes about responsibility and technology in order to complicate this narrative. The data are drawn from an interview project in which 28 young adults (aged 18–34) discuss both their own future and a general idea of the future of society. Two key findings are discussed. Firstly, respondents are found to place faith in the potential of technology to mitigate future predicaments, and secondly, respondents are found to ascribe mystical or magical qualities to technology. Drawing on these findings, this article suggests that the oft-cited attitude that technology will develop in time to meet the needs of the future does not simply signify a deferral of responsibility onto future generations. Instead, by drawing on scholarship on re-enchantment it is argued that for young adults technological development can represent a refuge of faith and hope for the future.     

Are we ready for them? Overseas-qualified social workers' professional cultural transition

Developing sociocultural competence in a new country is essential for migrants practising social work within new and distinct cultures. An argument for interventions needed to support the cultural transitioning of a migrant social work workforce is made, informed by findings from a mixed methods study of the experiences of overseas-qualified social workers in New Zealand. One of the main findings relates to migrant social workers' professional adaptation to the new environment. We focus the discussion here on how the perceptions and practices regarding the cultural dimensions of the transition informed their adaptation. Although this is a highly contextual example of social work practice in a foreign setting, the dynamics have equivalents in many international contexts as migration of labour is common globally. We argue that a greater focus on the migrant workforce is required in debates on globalisation. The discussion of the findings will highlight the need for culturally informed interventions to enable an increasingly global workforce to successfully make a professional cultural transition.     

Building on users' knowledge as a basis for professional expertise? An example from Swedish social care services

Implementing new occupations in social care services as a solution to social problems challenges the knowledge base for social care. This has been particularly evident in services for persons with disabilities. Social policy has emphasized influence over services for persons with disabilities and hence has implemented personal assistance and case management services. Using these as examples, this article explores the professional logic developed, and the ways it relate to existing social professions. The results are presented in a typology defining two occupations as examples of a professional logic based on users’ knowledge. This logic, here called ‘user-mandated professionalism’, is denoted by wide discretion, relationships with users built on trust, and legitimacy mainly stemming from user organizations. The analysis then raises the challenge for social professionals in social care occupations based on users’ knowledge to be explicit about the knowledge base they build on in their arguments and in decision-making.     

Classification of Horn of Africa school children: is it appropriate for the educational authorities in England to refer to them as refugees?

Drawing on evidence from a PhD study, this paper raises questions about the appropriateness of English educational authorities to continue to refer to the Horn of Africa children, most of them born in the UK, as refugees. The word refugee, in its broad definition, seemingly masks fundamental differences and may reinforce stereotypical perceptions of immigrant children. Many Horn of Africa people tend to define themselves using their respective national identities. Thus, the paper recommends that when the educational authorities want to categorize children of Horn of Africa origin, they should consider using the Department for Children, Schools and Families’ extended ethnicity codes or preferably refer to them simply as Eritreans, Ethiopians, Somalis and Sudanese.     

Are Inter‐Minority Contacts Guided by the Same Mechanisms as Minority–Majority Contacts? A Comparative Study of Two Types of Inter‐Ethnic Ties in the Netherlands

Research on inter‐ethnic contacts in European countries has mainly focused on the interaction between ethnic minorities and the native majority. Our contribution is to examine inter‐minority contacts and compare them to minority–majority contacts. Drawing on a theory of preferences, opportunities, and third parties, we expected some determinants of contacts with natives to relate similarly and others differently to inter‐minority contacts. Using data on four non‐Western minorities in the Netherlands, we found that education, Dutch language proficiency, and outgroup size are positively associated with both inter‐minority and minority–majority contacts. Further, occupational status relates positively to contacts with natives and negatively to contacts with other minorities, whereas ingroup identification is positively associated with inter‐minority contacts and negatively with contacts with natives. These diverging findings underline the importance of studying interaction between minorities as a separate phenomenon.     

Who Are the Alumni Donors? Giving by Two Generations of Alumni from Selective Colleges

Using data on former students of fourteen private colleges and universities, this paper examines patterns of alumni giving. The data are taken from the College and Beyond survey, which covers individuals who entered the institutions in the fall of 1951, 1976, and 1989. Contributions by these former students to these colleges and universities tend to be quite concentrated, with half of all donations being given by the most generous 1 percent of the sample. A higher level of contribution is associated with higher income, with having participated in extracurricular activities in college, with having had a mentor in college, and with the degree of satisfaction in one's undergraduate experience. The projected donations for the most generous of these alumni over the course of a lifetime are quite high, with totals for the 1951 cohort exceeding those from the 1976 cohort.     

Multicultural desires? Parental negotiation of multiculture and difference in choosing secondary schools for their children

This paper considers the ways in which parents talk about choosing secondary schools in three areas of Greater Manchester. It argues that this can be a moment when parents are considering their own attitudes to, and shaping their children's experiences of, multiculture. Multiculture is taken as the everyday experience of living with difference. The paper argues that multiculture needs to be understood as shaped not only by racialized, ethnic or religious difference (as it is commonly understood) but also by other differences which parents may consider important, particularly class and approaches to parenting. We stress the need to examine what parents say about schooling in the context in which they are talking, which is shaped by local areas and the experiences of their children in primary schools. Based on interviews with an ethnically mixed groups of parents from different schools, we show how perceptions of the racialized and class demographics of schools can influence parents' choice of secondary schools. The paper also argues that attention needs to be paid to the ways in which terms such as ‘multicultural’ and ‘mix’ are applied uniformly to very different contexts, be they particular schools or local areas, suggesting there is a paucity of language in Britain when talking about multiculture.     

Can We Measure Immigrants' Legal Status? Lessons from Two U.S. Surveys

This research note examines response and allocation rates for legal status questions asked in publicly available U.S. surveys to address worries that the legal status of immigrants cannot be reliably measured. Contrary to such notions, we find that immigrants' non‐response rates to questions about legal status are typically not higher than non‐response rates to other immigration‐related questions, such as country of birth and year of immigration. Further exploration of two particular surveys – the Los Angeles Family and Neighborhood Survey (LAFANS) and the Survey of Income and Program Participation (SIPP) – reveals that these data sources produce profiles of the unauthorized immigrant population that compare favorably to independently estimated profiles. We also find in the case of the SIPP that the introduction of legal status questions does not appear to have an appreciable “chilling effect” on the subsequent survey participation of unauthorized immigrant respondents. Based on the results, we conclude that future data collection efforts should include questions about legal status to (1) improve models of immigrant incorporation; and (2) better position assimilation research to inform policy discussions.     

Die Entwicklung von Organisations- und Teamstrukturen zur Integration von Flüchtlingen: Zwei Fallbeispiele aus der SchweizThe development of organization and team structures in institutions for refugee integration: Two examples from Switzerland

The article is concerned with the organizational and team-related challenges of integration of refugees in Switzerland from the perspective of the actors in organizations who assume this task in their daily work. Based on interviews with employees of the Zürcher Fachorganisation AOZ and the Fachstelle Integration Graubünden the development and functionality of different organizational structures will be discussed and analyzed with regard to their adaptation to structural conditions of the region as well as specific requirements of the arriving refugees. Particular consideration is given to measures of social and professional integration. The two organizations were chosen because the former is well established in Switzerland and has been active in the integration of refugees for more than 30 years and the latter has been particularly successful in assisting refugees to get a placement in the primary labor market. Numerous challenges of newly arriving refugees in Switzerland require different targeted services (language training, cultural integration, psychological support, etc.). In order to meet these requirements coordinated, balanced team structures are required. The results show that the two organizations differ considerably in their structure, distribution of tasks and integration into networks despite almost identical remits.     

Farm diversification in England and Wales — what can we learn from the farm business survey?

Given the series of crises in agriculture, farm diversification is an increasingly relevant strategy for farmers. Trends in various types of diversification are described in England and Wales — as recorded in the Farm Business Survey. Although hirework is the most frequently reported diversification activity, renting out of farm buildings is the only activity considered here where there has been a substantial increase in participation over the last 10 years. Furthermore, for most types of diversification, the rate of exit is similar in magnitude to that of entry. When they are present, most types of diversification make a relatively small contribution to average business income. The probability of observing diversification is strongly related to farm size and type. A particular concern is that most types of diversification activities considered here may be more difficult to pursue on small farms, especially within less favoured areas.     

Creation of culturally responsive classrooms: teachers’ conceptualization of a new rationale for cultural responsiveness and management of diversity in Hong Kong secondary schools

Presently, there are a growing number of ethnic minority students in Hong Kong schools. This article examines teachers’ views of the cross-cultural experience of ethnic minority students, their influence on the performance of these students, and how the diverse learning needs of these students are being addressed. Qualitative data were collected from semi-structured interviews with 32 teachers from three secondary schools. This study shows that teachers struggle to conceptualize a new rationale for responding to cultural diversity. They develop a sense of intercultural sensitivity, promote cultural responsiveness to diversity, and strengthen the home–school connection. This article argues that, like students, teachers simultaneously engage in a cross-cultural process through which they learn the culture of ethnic minority students, relearn their own culture and reexamine the relevant rationale underlying cultural responsiveness. Finally, a framework for the creation of culturally responsive classrooms, based upon the teachers’ new rationale of cultural responsiveness, is proposed.     

Cultural capital or relative risk aversion? Two mechanisms for educational inequality compared1

In this paper we empirically examined two explanatory mechanisms for educational inequality: cultural reproduction and relative risk aversion, using survey data taken from secondary school pupils in Amsterdam. Cultural reproduction theory seeks to explain class variations in schooling by cultural differences between social classes. Relative risk aversion theory argues that educational inequalities can be understood by between-class variation in the necessity of pursuing education at branching points in order to avoid downward mobility. We showed that class variations in early demonstrated ability are for a substantial part cultural: cultural capital - measured by parental involvement in highbrow culture - affected school performance at the primary and secondary level. However, relative risk aversion - operationalized by being concerned with downward mobility - strongly affects schooling ambitions, whereas cultural capital had no effect. Thus, we conclude that 'primary effects' of social origin on schooling outcomes are manifested through cultural capital and not through relative risk aversion (in addition to other potential sources of class variations such as genetics). Relative risk aversion, and not cultural capital, affects schooling ambitions, which is relevant for our understanding of secondary effects.     

Welfare as Maternity Leave? Exemptions from Welfare Work Requirements and Maternal Employment

In some states, the Temporary Assistance for Needy Families (TANF) program offers the equivalent of paid maternity leave without job protection to low-income, single mothers of infants. Age-of-youngest-child (AYC) exemptions waive work requirements for TANF recipients after the birth of a child, generally for 3-12 months, depending on the state. This study uses data from the Current Population Survey (1998-2008) to examine whether the availability and length of AYC exemptions are predictive of rates of employment, work, and full-time work among low-educated single mothers with infants. The analysis uses the difference-in-differences (DD) technique, a comparison of outcomes under different policy treatments and between treatment and comparison groups. The results suggest that AYC exemptions are not related to employment or work rates but that living in a state with no AYC exemption is strongly and positively associated with rates of full-time work among low-educated mothers with infants.     

Who runs away from home and why? How families,schools, and bullying influence youth runaways

While prior research establishes that youth who experience family problems are more likely to leave home before reaching adulthood, we know less regarding how peer victimization in the form of bullying may influence youths' likelihood of becoming runaways. Youth often run away from home to escape family conflict or abusive home environments. Mental illness, behavioral problems, and delinquent peers are also powerful forces predicting the likelihood of running away from home. Additionally, recent literature suggests that negative experiences at school may increase youths' decisions to leave home prematurely. In this article, I review literature that addresses who runs away from home, including variations by age, race/ethnicity, sexual orientation, gender, family structure, mental health, problem behaviors, and peer networks. I also suggest directions for future research, including an approach that considers how families and schools individually and collectively affect youths' likelihood of running away from home. Finally, I recommend a focus on bully victimization to better understand how victimization outside of the family affects the likelihood that youth will become runaways.     

The university as developmental space – a case for thinking differently?

Abstract

In recent years, there has been a sizeable increase in young people approaching University Counselling and Well-being Services for support in managing mental health difficulties with one research project suggesting an increase of demand upwards of 33%. Support is necessarily often targeted at those who present most ‘at risk’, but this ignores the potential positive impact that universities can have on promoting mental health for future generations, not least given that nearly half of all young people in the UK participate in Higher Education. Drawing on a case study of one UK undergraduate student, this paper will explore themes common to university students such as difficulties in transitioning from home, defensive-bonding in relationships and low self-esteem. The paper argues the need for universities and colleges to provide ongoing support for students who are ‘just about managing’ in order to enable them to flourish, both emotionally and academically.     

Transition planning for d/Deaf young people from mainstream schools: professionals’ views on the implementation of policy

This article presents the experiences of professionals working with d/Deaf young people from mainstream schools through those young people’s transitions to adulthood. Transitions to further and higher education and employment and social transitions to independence are explored in the context of the transition planning process outlined in the 2001 SEN Code of Practice, with suggestions for lessons to be learned for the introduction of Education Health and Care plans in 2014. It is concluded that more consideration should be given to the specific needs of d/Deaf young people in transition planning, and the unique knowledge and experience of d/Deaf professionals should be harnessed more effectively in creating policy that affects young d/Deaf people.     

Urbanization policy: Lessons from South America for South Africa?

South African cities are currently moving through a critical period in the history of their development. Rates of growth over the last few years have been unprecedented and many of the factors which shape urban development (legislation, institutional structures, government spending patterns and so on) are currently undergoing significant transformation. Factors such as these have given rise to a concern that South African cities may face collapse if emerging problems are not addressed, and there has been intensified interest in the arena of urban policy. A significant feature of many of these current policy initiatives is that they look to other parts of the world (and frequently to South American countries) for “lessons” in solving the problems of urban settlement. This paper examines the feasibility of adopting policy models from elsewhere io address local development problems, and focuses specifically on the question of a national urban settlement strategy for South Africa. The paper concludes that a high degree of local specificity exists, and the simplistic adoption of foreign policy models can have a negative impact on attempts here to meet growing urban needs.