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991.
Brittanie Atteberry-Ash Stephanie Rachel Speer Shanna K. Kattari M. Killian Kinney 《Journal of gay & lesbian social services》2019,31(2):223-241
Although the field of social work is grounded in social justice, the social work educational experience, including classrooms, may not live up to this value, especially for lesbian, gay, bisexual, transgender, and queer (LGBTQ) students. Using a qualitative phenomenological approach, this study examined the experiences of harmful discourse in social work classrooms for LGBTQ students. Findings indicate that students experienced being misgendered, tokenized, and erased through cis-/heteronormative language and classroom teachings. Although social work is guided by frameworks of social justice, microaggressions and discrimination may be vaguely glossed over, if addressed at all. This study highlights the gap between the values social work teaches and how social work education is delivered. 相似文献
992.
Sheretta T. Butler‐Barnes Bridget L. Richardson Tabbye M. Chavous Jiaxi Zhu 《Journal of research on adolescence》2019,29(2):432-448
This study examined various parental racial socialization messages as mediators between school‐based racial discrimination and racial identity formation over 4 years for African American boys (N = 639) and African American girls (N = 711). Findings indicated that school‐based racial discrimination was associated with racial identity beliefs. For African American boys, behavioral racial socialization messages mediated the relation between school‐based racial discrimination and racial centrality over time. Mediation also resulted for African American girls, but for a different set of race‐related messages (negative messages and racial barriers) and racial identity beliefs. The developmental significance of the findings and implications for future research are discussed. 相似文献
993.
Colleen M. Carr Sharlene A. Wolchik Jenn-Yun Tein Irwin Sandler 《Journal of divorce & remarriage》2019,60(3):194-210
This longitudinal study examined relations between mother–child relationship quality and father support in adolescence (ages 15–19) and emerging adults’ (ages 24–28) romantic anxiety and avoidance in a sample that experienced parental divorce in childhood (n = 72). A significant interactive effect of mother–adolescent relationship quality and father support on romantic anxiety occurred. High levels of father support protected emerging adults from the negative effects of a low quality mother–adolescent relationship. These results highlight the importance of examining effects of one parental relationship in the context of the other and the role that nonresidential fathers play in influencing their offspring’s romantic attachment. 相似文献
994.
Jennie G. Noll Kate Guastaferro Sarah J. Beal Hannah M. C. Schreier Jaclyn Barnes Jonathan M. Reader Sarah A. Font 《Journal of research on adolescence》2019,29(4):967-983
This study tested sexual abuse as a unique predictor of subsequent adolescent sexual behaviors, pregnancy, and motherhood when in company with other types of maltreatment (physical abuse, neglect) and alternative behavioral, family, and contextual risk factors in a prospective, longitudinal study of maltreated (n = 275) and comparison (n = 239) nulliparous females aged 14–19 years old assessed annually through 19 years old. Hierarchical regression was used to disentangle risk factors that account for the associations of maltreatment type on risky sexual behaviors at 19 years old, adolescent pregnancy, and adolescent motherhood. Findings indicate that sexual and physical abuse remain significant predictors of risky sexual behaviors, and that sexual abuse remains a significant predictor of adolescent motherhood when alternative explanatory variables are controlled. 相似文献
995.
Brandy M. Jenner Kit C. Myers 《International Journal of Social Research Methodology》2019,22(2):165-177
While qualitative researchers increasingly accept online video interviews as a reliable method, many maintain concerns about rapport and data quality. Drawing on two separate interview projects conducted in private in-person settings, public in-person settings, and privately via Skype, we compare interview contexts with regard to rapport, suitability to sensitive topics, interview duration, and scheduling concerns raised by prior research. Analytical comparison of these two corpuses of data suggest, largely in contrast to previous literature, that (1) interviews conducted in private settings (either in-person or via Skype) result in more sharing of deeply personal experiences, and there is little difference in this exceptional disclosure between Skype and in-person private interviews; (2) interviewing via Skype produces neither reduction nor inappropriate excesses of rapport; and (3) Skype interviews are a popular choice among participants, did not result in shorter interview duration, and were not subject to greater rescheduling or cancellation. 相似文献
996.
Potratz Emily J. Brown Joel S. Gallo Travis Anchor Chris Santymire Rachel M. 《Urban Ecosystems》2019,22(5):807-816
Urban Ecosystems - White-tailed deer (Odocoileus virginianus) are becoming increasingly common in urban environments. How they respond to potential changes (i.e. increased human interactions,... 相似文献
997.
For social work education in the Netherlands, the rapid transition towards superdiversity means that its capacity to adapt to this new reality and to adjust to diverse students’ backgrounds is fiercely challenged. The key aim of this article is to discuss how social work educators are dealing with the unsettling challenges of increasing diversity, based on the research outcomes of an explorative study amongst Turkish–Dutch and Moroccan–Dutch female professionals. Two different groups of educators were asked to comment on the outcomes of this study. One of the dilemmas for educators is to determine what can be considered supportive and inclusive and as reducing inequality in education. The authors used two key theoretical concepts, ‘superdiversity’ and ‘the capability approach’. These theoretical perspectives were used to deconstruct the rather massive concepts of diversity and social justice, by emphasising contextual approaches. Both perspectives stress the urgent need to involve students as ‘active agents of change’, by building a social work community to stimulate and facilitate an on-going dialogue. To successfully fulfil a pivotal role in the upward mobility or emancipation of ethnic minority students, social work education needs to be adjusted to accommodate diverse student groups. 相似文献
998.
Peter d'Abbs 《The Asia Pacific Journal of Anthropology》2019,20(3):213-231
In recent decades a style of preparing and drinking tea modelled largely on gongfu tea associated with the Chaoshan region of north-eastern Guangdong Province, China, has been taken up as a contemporary tea art in Taiwan, Hong Kong, the Chinese mainland and elsewhere. This paper draws on fieldwork conducted in Chaoshan to examine gongfu tea as contemporary practice in its home setting. Three aspects are considered: gongfu tea as an everyday practice, as a refined practice, and as commercialised leisure in tea-houses. I argue that, as an everyday practice in Chaoshan, gongfu tea primarily serves to nourish social connectedness with family, friends and associates. It is regarded as an integral part of day-to-day life rather than a tea art. However, some people separate it from the everyday world by cultivating discernment and knowledge with regard to selected aspects, such as high-quality teapots or appreciation of different teas. 相似文献
999.
Brizzi Francesco Birrell Paul J. Plummer Martyn T. Kirwan Peter Brown Alison E. Delpech Valerie C. Gill O. Noel De Angelis Daniela 《Lifetime data analysis》2019,25(4):757-780
Lifetime Data Analysis - CD4-based multi-state back-calculation methods are key for monitoring the HIV epidemic, providing estimates of HIV incidence and diagnosis rates by disentangling their... 相似文献
1000.