A Race, Class, and Gender Analysis of Thriving

Thriving research has been dominated by a psychological perspective. Individuals are typically the unit of analysis and thriving is generally operationalized using psychological measures. This article discusses a race, class, and gender perspective that derives from feminist sociology, as well as its implications for thriving research. This perspective, which focuses on the role of race, class, and gender inequality in organizing social relations, draws attention to the need to recognize that both the likelihood that someone will face a challenge and their ability to thrive in the face of that challenge are determined largely by their location in the social hierarchy. It also demonstrates that distinctions must be made between thriving in the face of the routine challenges of daily life and thriving in the face of challenges that are an extraordinary part of life. Finally, the race, class, and gender perspective has implications for the development of interventions to promote thriving. Each of these issues is elaborated further with illustrations drawn from life history and focus group interviews with and field work conducted among drug-addicted women.     

Broadening gender self-categorization development to include transgender identities

Research on gender in psychology has increasingly affirmed diversity in gender, with recognition of binary and nonbinary transgender experiences. However, gender has been presumed to be cisgender (congruent with sex) and binary (either male or female) in classical developmental theories. In response, this review engages in a critical analysis of classical gender development theory informed by findings about gender from research on transgender identities. Under analysis was the concept of gender self-categorization in classical theories of gender development including cognitive developmental theory, developmental gender schema theory, and social cognitive theory. Novel theoretical approaches are then outlined to situate recent advancements alongside classical theory. Conclusions are then drawn with brief recommendations for research methods that aim to include binary and nonbinary transgender participants. Drawing on the findings of this review it has been shown that gender self-categorization is often implicitly presumed to be cisgender identification. To overcome this bias, it is suggested that greater attention to specific gender self-categorization mechanisms are needed to open opportunities to include transgender experiences.     

Working Between Worlds: Qualitative Methods and Social Psychology

We invite social psychologists in the United States to join with psychologists in other countries and with researchers in other disciplines to include qualitative approaches in their research repertory. Several classic studies in social psychology used field-based qualitative approaches, yet in recent decades, these ways of working have been on the margins of American social psychology. We explore what a qualitative stance offers and entails, giving examples from our own and others' research. The relentless attention that qualitative workers have given to issues of bias, subjectivity, and research ethics prompts us to consider how such issues are always present in research, regardless of its methods.     

Theorizing Sexuality, Sexual Abuse and Residential Children's Homes: Adding Gender to the Equation

This article is primarily concerned with emphasizing the importanceof gender in relation to understanding and responding to sexualityand sexual abuse/exploitation issues within residential children’shomes. Initially, past research and inquiry reports are analysedand evaluated, not only in relation to their overall conclusionsand recommendations, but also with regard to their consideration,misrepresentation or omission of gender issues. A theoreticalframework is then drawn up which takes into account historicaldebates and contestations around notions of gender. This illustrateshow gender is frequently conflated or merged with understandingsabout sex and sexuality. This theoretical conceptualizationis then extended to consider the effects of the social constructionof childhood and childhood sexuality, and how sex, gender andsexuality may commonly be represented and understood withinorganizational, public-sphere contexts. Important findings froma recent indepth qualitative research project focused on sexualityissues in children’s homes are then presented thematicallyand through narrative excerpts. These findings are also locatedwithin and made comprehensible in relation to the theoreticalframework previously constructed. The conclusion examines theimplications of the findings presented and their theorization,and briefly evaluates the usefulness of recent policy initiativesintended to improve the care and development of ‘lookedafter’ children.     

Uses of Time-Series Designs for Formative Program Evaluation

Potential uses of time-series designs for formative program evaluation are illustrated, and the relationship between single-case experiments and quasi-experimental time-series designs is discussed. Four variations of time-series design are presented: interrupted time-series with follow-up, replicated time-series, step-wise time-series, and time-series with reversal patterns. Advantages and limitations of each design are considered in relation to program evaluation, and attention is given to special problems in using time-series data in organizational research.     

Risk aversion and physical prowess: Prediction,choice and bias

This paper reports on experiments where individuals are asked to make risky decisions for themselves, and to predict the risky decisions of others. Prior research shows that people predict women to be more risk averse than men, a result we confirm. We investigate whether differences in physical prowess underlie actual and perceived gender differences, a hypothesis suggested by both evolutionary and economic theories. Overall we find that perceptions of others’ risk attitudes reflect stereotypes about gender and strength but tend to exaggerate the underlying relationships. Physically stronger and taller people and those perceived as attractive are predicted to be more risk tolerant, while women are perceived to be more risk averse. The impact of gender and physical prowess measures on actual gamble choices is much weaker. Sources of prediction bias are examined, showing that specific characteristics of the target and predictor lead to systematic over-prediction or under-prediction of risk aversion.     

Beyond Women,Children, and Families: Gender,Representation, and Public Funding for the Arts*

Objectives. Research on the impact of female legislators has found that in their voting records women in elective office tend to be more liberal and more supportive of issues of concern to women, children, and families than are men, differences that conform to gender stereotypes held by voters. This article examines another well‐established gender stereotype that is not linked to the traditional concerns of women as conventionally defined by scholars: that women in public office will be more supportive of the arts. Method. The 40 votes taken on arts legislation in the U.S. House of Representatives, 1983–2002, are examined using negative binomial regression in a model that includes district and personal characteristics. Results. Democratic Party membership and support, citizen ideology, urban residence, and gender are significant factors in explaining support for public funding for the arts. Female representatives are more likely than their male colleagues to support the arts, a finding that primarily reflects the greater support of Republican women for the arts in comparison with their male counterparts. Conclusion. This study suggests that substantive representation of women by female elected officials may extend to more policy issues than previous research has documented. Research on issues that are recognized as gendered (e.g., arts policy) but are not traditionally defined as women's issues is an area for further exploration.     

Externalities,Prospect Theory,and Social Construction: When Will Government Act,What Will Government Do?*

Objectives. Political theories of agenda setting and policy choice are still limited in predicting when an issue will become salient and, once it has, what policy option will be used to address it. This article illustrates that for a large class of externality problems, perspectives from three other social science disciplines can refine those predictions. Methods. A synthesis of implications from economics on assignment of property rights, loss aversion from prospect theory, and image of the policy target from social construction is used to determine the conditions under which issues gain attention and the likely policy solutions. Results. Assignment of property rights establishes a baseline used to assess any further government actions, with losses from that base more likely to generate political attention. The assignment of rights also determines if a problem is defined as a negative or positive externality, which restricts the type of policies used to address the problem. This initial allocation of rights is in turn affected both by the political power and social construction of the groups involved. Conclusions. The result is a bias in policy attention and outcomes strongly influenced by the norms used in assignment of property rights, which typically favor those generating the negative externality.     

Effects of psychosocial interventions on behavioural problems in youth: A close look at Cochrane and Campbell reviews

Research indicates that a number of psychosocial interventions are effective for reducing behavioural problems in youth. These interventions are now often included on best practice lists aiming to facilitate informed treatment choices among practitioners. However, analyses in neighbouring research areas have highlighted serious shortcomings in how primary studies are analysed and how studies are synthesised in research reviews. This study took a closer look at the evidence of efficacy for psychosocial interventions that aim to reduce behavioural problems in youth, as shown in systematic research reviews by the Cochrane and the Campbell Collaborations (n = 8). The findings suggest a bias towards overemphasising the efficacy of the interventions in several reviews, an over‐confidence in the validity of the findings in some reviews and, overall, a somewhat uncertain evidence base for the efficacy of the interventions. Systematic reviews are crucial for summarising research but more attention to methodological issues may be needed in this area.     

Exuberance,attention bias,and externalizing behaviors in Chinese preschoolers: A longitudinal study

Exuberance, a temperament type influenced by approach motivation, has been found to be associated with maladaptive behaviors such as more externalizing behaviors in early childhood. A possible mechanism underlying it is children's selective attention to environmental cues. However, few studies have investigated the effect of attention bias on the relation between exuberance and externalizing behaviors. This longitudinal study examined the association of temperamental exuberance (as assessed by behavioral observation and parental report) at 3 years old with attention bias to reward and punishment (as assessed by a spatial cueing task) and teachers' reports of externalizing behaviors at 5 years old in 153 Chinese preschool‐age children. As predicted, externalizing behaviors were positively predicted by exuberance and attention bias to reward. However, novel findings were that attention bias to punishment moderated the relation between exuberance and externalizing behaviors, such that exuberant children showed an increased risk of externalizing behaviors when they did not have high punishment bias. The results highlight attention bias to punishment as an important factor for the development of behavioral problems in exuberant children.     

Faculty job satisfaction across gender and discipline

It is projected that by 2014 colleges, universities, and professional schools will witness an employment growth of 34.3% (Bureau of Labor Statistics, 2005). Thus, issues of faculty satisfaction, retention, and persistence will become increasingly important for university administrators and education policy makers. The need to study faculty satisfaction at universities also stems from the fact that the intellectual and social structures of higher education are changing over time. Increasingly, women and minorities are more likely to occupy higher ranks of the professoriate. The purpose of this research is to explore and compare the job satisfaction rates of faculty members employed in research institutions with special attention paid to differences across gender and disciplines. The study employs data from the 2003 Survey of Doctorate Recipients, which is a biennially collected survey of doctoral awardees and is funded by the National Science Foundation.     

Moral discourse on domestic labor: gender,power, and identity in families

This paper responds to a recent article by Ahlander and Bahr (1995) on moral dimensions of housework in families. The purpose of this paper is to point out important ways in which Ahlander and Bahr’s work represents an academic form of “backlash” against feminist scholarship and leaves much social science research on housework either unsynthesized in their review or misinterpreted much of the work they did cite, particularly the work of feminist scholars. A second goal of this paper is to offer a perspective in which researchers can simultaneously examine moral dimensions of housework and explore issues of gender, power, and identity in families.     

Gender, Hierarchy, and Leadership: An Introduction

Although women's status has improved remarkably in the 20th century in many societies, women continue to lack access to power and leadership compared with men. This issue reviews research and theory concerning women's leadership. The articles included in the issue provide evidence of bias in the evaluation of women, discuss effects of gender stereotypes on women's influence and leadership behaviors, and evaluate strategies for change. This introductory article provides a brief summary of changes in women's status and power in employment and education and the absence of change at the upper echelons of power in organizations. Also included is an outline of the contributions of the other articles in the issue.     

Measuring Media Bias: A Content Analysis of Time and Newsweek Coverage of Domestic Social Issues, 1975–2000*

Objective. This study is an effort to produce a more systematic, empirically‐based, historical‐comparative understanding of media bias than generally is found in previous works. Methods. The research employs a quantitative measure of ideological bias in a formal content analysis of the United States' two largest circulation news magazines, Time and Newsweek. Findings are compared with the results of an identical examination of two of the nation's leading partisan journals, the conservative National Review and the liberal Progressive. Results. Bias scores reveal stark differences between the mainstream and the partisan news magazines' coverage of four issue areas: crime, the environment, gender, and poverty. Conclusion. Data provide little support for those claiming significant media bias in either ideological direction.     

Requirements, Risks, and Responsibility: Mothering and Fathering in Books about Raising Boys

The last two decades have been marked by increased attention from scholars, policy makers, and the mass media to girls' needs and experiences. More recently, two developments have contributed to a gender focus that puts boys at the center of popular and academic discourse: recent school shootings and reactions to the research focusing on girls. As one of many attempts at refocusing academic and policy discourse on boys, a genre of books about raising boys has emerged. This study discusses three popular books on the gender ideologies of parenting, by Gurian (1997), Pollack (1998), and Kindlon and Thompson (1999). We find that the three books hold mothers to higher expectations and to more elaborate requirements than they hold fathers. The claimed risks to sons associated with mothers assume an overabundance of qualities that these authors argue mothers are expected to possess in moderate proportions. Moreover, women's internal/biological processes, such as temperament, are more likely to be blamed for bad mothering, while external/environmental processes tend to be blamed for bad fathering. This examination has implications for policy decisions, research fund allocations, the reconstitution of essentialist and patriarchal expectations held by the lay public, the scholarly work on mother-blame, and the academic discourse on gender development.     

Reuniting Children with their Families: Reconsidering the Evidence on Timing, Contact and Outcomes

This paper discusses key issues emerging from a review of theliterature on reuniting children in public care with their families,examining the basis for common assumptions about reunification.It focuses on three important issues: the evidence on the timingof discharge, the evidence on parental contact and the viewthat reunion is necessarily a positive outcome for children.Reviewing the research on the links between time in care andthe probability of reunification, it argues that this researchevidence has sometimes been misinterpreted. This has also beenthe case in relation to studies of the links between contactand reunification. The paper then presents the limited evidenceon the outcomes of reunification, including evidence on re-entry,re-abuse and psychosocial outcomes, arguing that such evidenceas exists clearly indicates a need for caution when returningabused or neglected children to their families. It is arguedthat greater attention to assessment, planning and follow-upsupport is needed if children are to be successfully reunitedwith their families and that more research is needed into theoutcomes of reunification.     

Applying Single-Case Evaluation in Social Work

Summary This article reports on a research project involving the useof single-case designs on an agency-wide basis within KirkleesMetropolitan Education Social Work Service. Following a programmeof training, 21 social workers (69 per cent of the service)applied the methodology in 83 cases. The extent of practitionerinvolvement in this project prompted Bruce Thyer (Professorat the University of Georgia, USA and editor of Research onSocial Work Practice and author of Thyer, 1993) to state ina letter to the authors, ‘Please allow me to offer mycongratulations on a most valuable project. To my knowledge,this is the largest agency-based study of this type which hasever been conducted. Your agency social workers are especiallyto be commended for their implementation of single-case designswith real life clients and families’ (6 May 1994). Theproject's strategy was to concentrate on the prerequisites ofsingle-case methodology which include specifying target problemsand selecting an appropriate measure to monitor progress. Thetype of single-case design used was determined by the courseof natural practice, hence indicating the flexible nature andviability of this methodology in the evaluation of social workpractice. The use of single-case designs encouraged a systematicapproach in the definition of target problems, identificationof goals, selection of intervention procedures and in monitoringoutcomes. The practitioners found that single-case designs enabledcontinuous assessment of outcome data by both the clients andthe practitioners, providing a model of accountability and collaborativeworking. A paper based on this article was presented by MansoorKazi at the ADSS Research Group Conference, Stafford, 17–18November 1994.     

Gender, Status, and Leadership

More than a trait of individuals, gender is an institutionalized system of social practices. The gender system is deeply entwined with social hierarchy and leadership because gender stereotypes contain status beliefs that associate greater status worthiness and competence with men than women. This review uses expectation states theory to describe how gender status beliefs create a network of constraining expectations and interpersonal reactions that is a major cause of the "glass ceiling." In mixed-sex or gender-relevant contexts, gender status beliefs shape men's and women's assertiveness, the attention and evaluation their performances receive, ability attributed to them on the basis of performance, the influence they achieve, and the likelihood that they emerge as leaders. Gender status beliefs also create legitimacy reactions that penalize assertive women leaders for violating the expected status order and reduce their ability to gain complaince with directives.