The construction of intellectual disability by parents and teachers

This study examines how disability is constructed by significant adults in the lives of young people with intellectual disability. Specifically, we are examined how parents of those affected by intellectual disability and teachers in special schools construct intellectual disability in talk. Using focus group interviews, we examined whether stigma might be recreated or sustained within the family and school settings of those affected by intellectual disability. Parents and school staff constructed disability as negative, articulating difference from ‘the norm’, which was claimed to drive social isolation for affected young people. There was also evidence that parents and teachers attributed less agency to young people affected by intellectual disability. Discussion orients to how parents and teachers, see themselves as advocates for those with intellectual disability highlight, whilst at the same time recreating pervasive and subtle distinctions between children with and without intellectual disability.     

Writers and politics: Gisèle Sapiro’s advances within the Bourdieusian sociology of the literary field

Theory and Society - This article undertakes a critical analysis of the work of Gisèle Sapiro, with reference to sociology of literature. From 1999 (Sapiro, 2014a), Sapiro has developed the...     

Searching for the invisible woman

Natural Rebels: A Social History of Enslaved Black Women in Barbados. Hilary McD. Beckles. London: Zed Books Ltd. 1989. ix, 197pp.

Slave Women in Caribbean Society 1650–1838. Barbara bush. London: James Currey Ltd. 1990. xiii, 190pp.

Slave Women in the New World: Gender Stratification in the Caribbean. Marietta Morrissey. Lawrence, Kansas: University Press of Kansas. 1989. xiv, 202pp.     

Multivariate analysis with an autoregressive covariance model

This paper addresses the problem of testing the multivariate linear hypothesis when the errors follow an antedependence model (Gabriel, 1961, 1962). Antedependence can be formulated as a nonstationary autoregressive model of general order. Three test statistics are derived that provide analogs to three commonly used MANOVA statistics: Wilks' Lambda, the Lawley-Hotelling Trace, and Pillai's Trace. Formulas are given for each of these statistics that show how they can be obtained From any statistical computing package that calculates the usual MANOVA statistics. These antedependent statistics would be appropriate in analyzing certain multivariate data sets in which repeated measurements are taken on the same subjects over a period of time.     

Erotophobia‐erotophilia as a dimension of personality

This review discusses the measurement, antecedents, and consequents of erotophobia‐erotophilia—the disposition to respond to sexual cues along a negative‐positive dimension of affect and evaluation. Test construction procedures which resulted in a 21‐item measure of this personality construct are reported. Evidence indicates that the measure is internally consistent, shows acceptable degrees of convergent and discriminant validity, and is correlated as expected with related constructs such as authoritarianism, adherence to traditional sex roles, indices of value orthodoxy, and various measures of sex‐related evaluations. Retrospective surveys and group contrasts suggest that erotophobia‐erotophilia is a learned disposition based on one's exposure to sex‐related restrictiveness and punishment during socialization. Consequents of erotophobia‐erotophilia involve avoidance versus approach responses to sexuality in a wide range of situations; scores on this test predict differential sexual experience, responses to erotica, likelihood of engaging in sexual fantasy behavior, the tendency to learn about or teach others about sex, engaging in sex‐related health care, the probability of utilizing contraception, and behaving sexually during pregnancy and postpartum. Cross‐cultural research provides evidence for the generality of this construct beyond North America.     

The Transgenerational Consequences of Discrimination on African‐American Health Outcomes

Disparities in African American health remain pervasive and persist ransgenerationally. There is a growing consensus that both structural and interpersonal racial discrimination are key mechanisms affecting African American health. The Biopsychosocial Model of Racism as a Stressor posits that the persistent stress of experiencing discrimination take a physical toll on the health of African Americans and is ultimately manifested in the onset of illness. However, the degree to which the health consequences of racism and discrimination can be passed down from one generation to the next is an important avenue of exploration. In this review, we discuss and link literature across disciplines demonstrating the harmful impact of racism on African American physical health and the health of their offspring.     

Learning Skinner’s Verbal Operants: Comparing an Online Stimulus Equivalence Procedure to an Assigned Reading

The purpose of the present study was to compare the effects of an online stimulus equivalence procedure to that of an assigned reading when learning Skinner’s taxonomy of verbal behavior. Twenty-six graduate students participated via an online learning management system. One group was exposed to an online stimulus equivalence procedure (equivalence group) that was designed to teach relations among the names, antecedents, consequences, and examples of each elementary verbal operant. A comparison group (reading group) read a chapter from a popular textbook. Tests for the emergence of selection-based and topography-based intraverbal responses were then conducted, as were tests for generalization and maintenance. Overall, results suggest that the online equivalence procedure was not significantly more effective in promoting topography-based responses than the assigned reading. However, performance on selection-based tests was enhanced by the online equivalence procedure as was performance on topography-based tests when participants were required to provide operant names in response to consequences or examples. On average, the equivalence group performed at a level that was 10 percentage points (i.e., a full letter grade) above that of the reading group. The viability of the equivalence-based procedure is discussed in relation to the assigned reading.     

Heritage corridors: transnational flows and the built environment of migration

ABSTRACT

In settler nations such as Australia, which have high migrant intakes, a category of cultural heritage practice has emerged that focuses on the material record of immigration. Currently, a nation-bounded approach tends to be taken to the recording and interpretation of this heritage, an approach that largely ignores the transnational social fields to which the immigrants who created the heritage places and buildings belonged. I propose the concept ‘heritage corridor’ to aid in conceptualising the transnational connectivity between migrant heritage sites in Australia and overseas locales as well as the bi-directional flow of ideas and capital that is often materially evident in the built environments, both rural and urban, encompassed by such a corridor. Focusing on Chinese overseas migration in the nineteenth and twentieth centuries, I describe how transnational remittances were instrumental in the building of houses, temples, schools, shops, roads and bridges in Guangdong Province, many of which are now regarded as heritage items. As an example of how the field of heritage studies may productively dialogue with migration studies, new thinking on material agency is drawn upon to account for the way remittance-built houses become entangled in the lives and aspirations of those at opposite poles of a heritage corridor.     

Shifting Contexts and Shifting Identities: Campus Race-Related Experiences,Racial Identity,and Academic Motivation Among Black Students During the Transition to College

This study examined Black college students’ (N = 309, 70% women) racial identity beliefs over their freshman year. Using latent class cluster analysis, we identified clusters reflecting patterns of change and stability in students’ racial centrality (importance of race to overall self-concept), private regard (group pride), and public regard (perceptions of others’ views of Blacks). Racial identity change clusters were distinguished by campus experiences (racial discrimination, interracial friendships, and campus racial climate). Racial identity change clusters predicted end-of-year academic motivation (competence, affect, interest/curiosity, and persistence). Findings suggest the importance of examining critical transitions in identity development and highlight the deleterious effects of stigmatizing campus experiences on identity. Findings also highlight ways students’ racial identity beliefs may help promote academic motivation.     

Gender disparities in adult health: an examination of three measures of morbidity

Recent examinations of gender differences in physical health suggest that women's disadvantage may be smaller than previously assumed, varying by health status measure and age. Using data from the 1997-2001 National Health Interview Surveys, we examine gender-by-age differences in life-threatening medical conditions, functional limitations, and self-rated health and consider whether potential mediating mechanisms (e.g., socioeconomic status, behavioral factors) operate uniformly across health measures. The results show that the gender gap is smallest for life-threatening medical conditions and that men do increasingly worse with age. For self-rated health, men are more likely to report excellent health at younger ages, but with increasing age this gap closes. Only for functional limitations do we find a consistent pattern of female disadvantage: Women report more functional limitations than men, and the gap increases with age. The ability of explanatory mechanisms to account for these patterns varies by the health measure examined.