Kitsch taste and the consumption of Jackie 'O'

In 1996, Sotheby's in New York held a four‐day auction of many of the possessions Jackie Onassis purchased during her lifetime. This paper is an ethnography of a loose social circle of gay men, some of whom attended the pre‐auction display of these objects and who regularly hold their own informal Jackie ‘O’ celebrations. It looks at what their worshipping of a female figure, Jackie ‘O’, means and how a distinctive cultural capital is espoused by gay men which differentiates them from other Jackie collectors. To this end, the paper also focuses on ‘vocabularies of appreciation’ ( Armstrong, 2001 ), or kitsch consumption among this loose social circle and, in this process, categories of ‘us’ and ‘them’ are performed (see Bourdieu, 1984 ; Miller, 1987 ; Pierce, 1994 ).     

Unequal networks: comparing the pre‐migration overseas networks of Indonesian and Filipino migrant domestic workers

Previous studies of Asian migrant domestic workers' pre‐migration overseas networks have tended to be ethnographic, small‐n case studies such that it is unclear if network differences between migrants are due to individual‐ or country‐level differences or both. This article draws from an original survey of 1,206 Filipino and Indonesian domestic workers in Singapore and Hong Kong to reveal statistically significant differences in the pre‐migration overseas networks of these two nationality groups even after controlling for migrants' educational attainment, marital status, employment status, age, year of first migration, and survey location. Multiple regression analysis highlights how Filipino respondents are more likely than Indonesian respondents to have known existing migrants prior to their first migration from their homeland. Filipino respondents' overseas networks are also significantly larger, more geographically dispersed, and comprise more white‐collar contacts. These findings open up new terrain for migration scholars to study the impact of these nationality‐based network differences on the two groups' divergent migration experiences and aspirations.     

Measuring the Quality of Peer-Reviewed Publications in Social Work: Impact Factors—Liberation or Liability?

Systems for measuring the quality of publications in peer-reviewed academic journals have achieved importance in the ‘audit culture’ to which academia worldwide has become increasingly subjected. In the United Kingdom this debate has focused on government proposals to give greater emphasis to bibliometrics (counts of journal articles and their citations) as a measurement of research quality, in respect of publications in the emergent Research Excellence Framework (REF) which is set to replace the Research Assessment Exercise (RAE). This approach impacts on social work educators who are the main producers of papers published in peer-reviewed academic journals. It affects their publishing behaviour by pressurising them to publish their work in journals that are regarded as being prestigious, for which ‘high impact factor’ journals as determined by Thomson Reuters—a private commercial information management enterprise with headquarters in the United States—has become a proxy for quality. In this paper the authors describe and critique the Thomson Reuters system as it applies to social work and propose an alternate fair, inclusive and transparent system for assessing the quality of publications based on peer evaluation and incorporating an ethical approach consistent with the discipline's professional values.     

Parenting groups for parents whose children are in care

Excluding very severe child abuse cases, biological parents are usually encouraged to maintain contact with their children in care. Parent‐child contact is often considered important because it can maintain the child's psychological identity and well‐being. It can also maintain parent‐child attachment and in some cases facilitate reunification. Improving parenting skills is viewed as an important method by which contact between children and their biological parents can be enhanced. However, mainstream parenting groups are often unsuitable for parents whose children are in care for a number of reasons. There is stigma involved with having children in care, such parents have very complex lives and there are reduced opportunities to practise skills learnt with their children. Groups designed specifically for parents whose children are in care appear to be a promising approach to improving the quality of contact between these parents and their children. This paper will review group‐based approaches to working with biological parents whose pre‐school‐aged children have been placed in care. The paper will also report the findings of a research project designed to identify key facilitators and barriers to parental involvement in a group‐based programme which includes contact between parents and their children who have been placed in care. Copyright © 2009 John Wiley & Sons, Ltd.     

Research Training and Professional Social Work Education: Developing Research‐Minded Practice

The movement towards developing practice more firmly grounded on empirical research has, arguably, been one of the most significant international trends in social work during the past decade. However, in the UK the implications of this trend for pedagogical practices and the design of educational programmes have still to be fully explored. This paper reports on the findings of a repeated cross‐sectional survey of MSW students in Queen's University Belfast which focused on their perceptions of the value of research training to professional practice. The study, conducted over a four year period, explored students' awareness of the relationship between research and practice and their readiness to engage with research training. The findings suggested that the majority of students perceived research training as a valuable component of professional development. However, the study also found a level of scepticism among students about its practical utility along with some resistance towards actively embracing a research agenda. The paper evaluates the significance of these findings for developing research and evidence‐based practice as integral components of the new degrees in social work in the UK and for social work education programmes in other countries aiming to develop research‐minded practice.     

Supporting pupils with special health needs in mainstream schools: policy and practice

Education policy favouring ‘inclusion’, together with medical advances, mean that a growing number of pupils in mainstream schools may have health‐related support needs in respect of a chronic illness or physical disability. Data from an empirical research study investigating these needs and carried out between 1996 and 1998 are used to reflect on the position of this group of pupils within policy guidance on special educational needs (SEN) and medical needs. Evidence of confusion and ambiguity, both in the guidance and its interpretation, suggests that the needs of this group remain somewhat hidden. More recent developments in special needs policy guidance are discussed in terms of the prospect for strengthening support for this group of pupils. Copyright © 2001 John Wiley & Sons, Ltd.     

Ethnicity and Effectively Maintained Inequality in BC Universities

As Canadian postsecondary systems have expanded they have become more institutionally differentiated. In British Columbia, distinctions are made between research‐intensive universities (RIUs) and teaching‐intensive universities with respect to resources, programming, and perceived prestige value. We employ an effectively maintained inequality framework to examine the role played by ethnicity in the competition for admission to RIUs. Our findings indicate that, together with socioeconomic status and gender, ethnicity is significantly related to RIU attendance rates. Ethnic group differences were particularly marked—Chinese and Korean speakers being most likely and Tagalog speakers least likely to attend an RIU. High school grade point averages and English language proficiency scores moderated only some of these differences, raising questions about the efficacy of competitive admissions policies based solely on academic merit.     

Researching Admissions: What Can We Learn about Selection of Applicants from Findings about Students in Difficulty on a Social Work Programme?

This paper explores the findings of a small‐scale empirical study of social work admissions data. It is designed to be exploratory in nature and used to illustrate key themes discussed in a previous paper. The study has been designed as a comparator to a Canadian study with the aim of building upon their findings within the current UK/England context. The research examines the relationship between applicants' pre‐admission information and their subsequent performance on the programme. Data relating to a sample of students and available at the pre‐admission stage (from application forms and interviewer report forms) and data relating to students on the programme who had been identified (by faculty) as having difficulties in one or more areas of their learning, are compared to a sample of those not identified as having experienced such problems. The two groups (total sample size = 150) are drawn from one university in southern England and comprise students from both undergraduate and postgraduate programmes. Methodological issues are critically analysed and findings are explored and compared to that of the Canadian study. Key themes regarding the seemingly complex relationships between performance on the programme and academic background, extent of previous experience and a range of other factors are discussed and examined in relation to other available literature. Implications are explored in relation to current practice and development needs within social work education.     

Infant Sex Moderates the Effects of Maternal Pre‐ and Postnatal Stress on Executive Functioning at 8 Months of Age

Previous studies report that early life stress, including maternal pre‐ and postnatal stress, has adverse effects on cognitive development and that these associations might be sex‐specific. However, no studies exist on early life stress and infant executive functioning (EF). The aim of this study was to examine the relationship between maternal pre‐ and postnatal stress and infant EF, and whether these associations are moderated by infant sex. Maternal prenatal depressive, general anxiety, and pregnancy‐specific anxiety symptoms were measured three times, and postnatal depressive and general anxiety symptoms were measured 6 months postpartum. Infant EF was assessed with a modified A‐not‐B task 8 months postpartum (N = 214). Maternal postnatal general anxiety predicted poorer EF in girls in comparison with boys. Moreover, there was a trend toward an interaction between prenatal anxiety and infant sex such that prenatal anxiety predicted infant EF differently in girls and in boys. No association was found between depressive symptoms or pregnancy‐specific anxiety symptoms and infant EF. These findings suggest that maternal anxiety may have sex‐specific effects on early EF and that pre‐ and postnatal stress may differently affect infant EF/cognitive development. The implications of these findings and important future directions are discussed.     

Wealth, Reservation Wealth, and the Decision to Retire

This paper introduces a model of retirement wealth choice. Reservation wealth is defined as the level of wealth at which an individual is indifferent between retiring and not retiring. Economic theory is used to generate hypotheses concerning how an individual's characteristics determine his or her reservation wealth. An econometric strategy is outlined for estimating these determinants, given that reservation wealth is not directly observed. This strategy is then employed using the 1992 Survey of Consumer Finances. The findings imply that individuals respond fairly conservatively, with respect to their retirement planning, to changes in their income. It is also found that married men and women choose their reservation wealth in very different ways.     

Research Orientations and Sources of Influence: Agricultural Scientists in the U.S. Land‐Grant System*

Abstract This research builds on the work of Busch and Lacy, who have written extensively about the sources of influence on the choice of research problems in the agricultural sciences at land‐grant universities. Employing data from a 1995–1996 nationwide survey of land‐grant agricultural scientists, I use multiple regression techniques to investigate the relative importance of 19 sources of influence on agricultural scientists engaged in six research areas: productionist‐oriented, sustainable agriculture, environmental, basic, consumer‐oriented, and rural community‐oriented. The first objective of this paper is to revisit and assess many of Busch and Lacy's findings about the influences on land‐grant agricultural scientists. I find that different types of land‐grant research are influenced by distinct combinations of factors. The second major objective is to extend Busch and Lacy's work by spotlighting the significant influences on sustainable agriculture research. My multivariate findings show that this research appears to exhibit influences that reflect its dual productionist and environmental character.     

Intercultural qualitative research and Ph.D. students

The educational environment for postgraduate health professionals from developing countries in contemporary western universities is an intermediate zone between home and host culture. In this zone, knowledge is shaped through the development of concepts within the limitations of (often) pre‐fluent language capacity. It is characterized by the mutual exchange of knowledge between western teachers and their developing‐country students, who will return home to leadership roles working with marginalized individuals, communities and populations. This qualitative research aims to improve health education for global health professionals from developing countries, and in so doing it illustrates many of the difficulties and benefits involved in intercultural qualitative research for Ph.D. students.     

ECONOMICS COURSEWORK AND LONG‐TERM BEHAVIOR AND EXPERIENCES OF COLLEGE GRADUATES IN LABOR MARKETS AND PERSONAL FINANCE

Using survey data from over 2,000 students who attended one of four large public universities in 1976, 1986, or 1996, we investigate the relationship between taking more coursework in economics, or choosing economics as an undergraduate major, and a wide range of later decisions and outcomes in labor markets and personal finance, many of which have not been analyzed in earlier research. Generally, economics coursework and majoring in economics are significantly related to higher levels of earnings, home equity, and savings. They are also associated with working more hours and negatively related to completing graduate degrees (except the MBA). Among graduates with positive savings, those with more economics coursework invest more in individual stocks and money market accounts, and are more likely to have employer‐provided life insurance. They have fewer credit cards, which are more often paid in full each month. Most of these findings also hold for graduates who majored in business, but on average economics majors worked more hours and earned more than business majors, were more likely to have been self‐employed, and expected to retire at an older age. Business majors were more likely to have experienced a layoff, and were even less likely than economics majors to complete graduate degrees (except the MBA). Economics majors expected to save even more than business majors by retirement, and viewed short‐term and precautionary motives for saving as more important. Finally, our results suggest that exposure to economics through course‐taking is more important for later outcomes than actual performance in those courses. (JEL A22, J3, D12)     

Practitioners' experiences and perceptions of investigating allegations of institutional abuse

This article is based upon an exploratory study of practitioners' experiences of investigating allegations of institutional child abuse (Barter, 1998). The research involved interviewing all NSPCC child protection practitioners and managers in England or Wales who had been involved in an investigation between 1994 and 1996. Overall, 41 interviews were undertaken and details from 36 investigation reports were analysed. The research found that many professionals perceived these kinds of investigations as being particularly difficult and problematic, especially in respect to maintaining independence, determining the remit and scope of inquiry and ensuring the provision of adequate and appropriate support. The lack of agreed guidelines and protocols, particularly in relation to post‐substantiation procedures, made these investigations especially challenging. In addition, participants also identified a range of factors that differentiated these forms of investigations from intra‐familial ones, including discretion in child‐rearing practices, the irrelevance of mitigating circumstances and the extent of administrative culpability. A number of tentative recommendations based on the research findings are presented which seek to ensure that investigations are undertaken in the most sensitive and appropriate manner possible. Copyright © 1999 John Wiley & Sons, Ltd.     

“Something Amazing I Guess”: Children's Views on Having A Say About Supervised Contact

Abstract

This paper reports on a small-scale, qualitative study on children's perspectives about their participation in decision-making processes regarding supervised contact. The paper begins with an overview of the study and a summary of findings in relation to four key research questions framed around the idea of children having a say, that is, children's views and perspectives of their participation in family law decision-making processes. These key questions include: What are children's experiences of having a say? What are children's understandings of having a say? Did children want a say in the decision for them to have supervised contact? How did having (or not having) a say feel? Discussion focuses on what importance children place on having a say in family law matters, a finding that is contrasted with children's experiences of marginalisation and exclusion from decision-making processes and of ambivalence and reluctance sometimes expressed around having a say. Children's idea of having a say as taking place in and through particular forms of dialogue and conversation, thus enabling the recognition of children and respect for what they have to say, are also explored. We conclude by reflecting on the implications of the study for professionals working in family law     

Resource or Obstacle?: Classed Reports of Student–Faculty Relations

This article explores the relationship between undergraduate students’ class‐based cultural capital and their facility in developing relationships with faculty. Based on in‐depth interviews with 44 students at an elite university, this study reveals that lower‐ and middle‐class students tended to inadvertently opt out of this key relational opportunity. Compared with upper‐class students, who predominantly reported an “appreciative ease” orientation toward faculty, students from lower‐class origins tended to approach faculty with “hesitant appreciation” and middle‐class students with “critical suspicion.” These orientations or interaction styles of nonelite students were obstacles to the potential benefits of student–faculty relationships. These findings suggest that scholars and policy makers should pay attention not only to the experiences of lower‐class students, but also to the challenges confronting middle‐class students at highly selective universities.     

Gender and Agricultural Science: Evidence From Two Surveys of Land‐Grant Scientists*

Abstract We test two sets of hypotheses concerning the association between gender and various structural and attitudinal variables, using data collected in two surveys (1979 and 1995–1996) from random samples of land‐grant agricultural scientists. The first set of hypotheses centers on the expectation that the resources and rewards of agricultural science are distributed unequally by gender. We find significant gender differences in scientists' postdoctoral work experience, academic rank, employment of graduate students, rate of book publication, and links with private industry. Our second set of hypotheses, drawing on the literatures of feminist epistemology and situated knowledge, focuses on the relationship between scientists' gender and perceptions of the goals of agricultural research. Our findings indicate that gender is unimportant in explaining differences in scientists' commitment to agricultural sustainability, environmental issues, and family farm preservation as important goals of land‐grant research. Yet we find significant gender differences in attitudes toward biotechnology and the growing links between land‐grant universities and private industry.     

How fair is access to more prestigious UK universities?

Now that most UK universities have increased their tuition fees to £9,000 a year and are implementing new Access Agreements as required by the Office for Fair Access, it has never been more important to examine the extent of fair access to UK higher education and to more prestigious UK universities in particular. This paper uses Universities and Colleges Admissions Service (UCAS) data for the period 1996 to 2006 to explore the extent of fair access to prestigious Russell Group universities, where ‘fair’ is taken to mean equal rates of making applications to and receiving offers of admission from these universities on the part of those who are equally qualified to enter them. The empirical findings show that access to Russell Group universities is far from fair in this sense and that little changed following the introduction of tuition fees in 1998 and their initial increase to £3,000 a year in 2006. Throughout this period, UCAS applicants from lower class backgrounds and from state schools remained much less likely to apply to Russell Group universities than their comparably qualified counterparts from higher class backgrounds and private schools, while Russell Group applicants from state schools and from Black and Asian ethnic backgrounds remained much less likely to receive offers of admission from Russell Group universities in comparison with their equivalently qualified peers from private schools and the White ethnic group.