Negative (But Not Positive) Parenting Interacts with Infant Negative Affect to Predict Infant Approach: Evidence of Diathesis‐Stress

Temperament by parenting interactions may reflect that individuals with greater risk are more likely to experience negative outcomes in adverse contexts (diathesis‐stress) or that these individuals are more susceptible to contextual influences in a “for better or for worse” pattern (differential susceptibility). Although such interactions have been identified for a variety of child outcomes, prior research has not examined approach characteristics—excitement and approach toward pleasurable activities—in the first year of life. Therefore, this study investigated whether 6‐month maternal reported infant negative affect—a phenotypic marker of risk/susceptibility—interacted with 8‐month observed parenting behaviors (positive parenting, negative parenting) to predict 12‐month infant behavioral approach. Based on a sample of mothers and their infants (N = 150), results indicated that negative parenting was inversely associated with subsequent approach for infants with high, but not low, levels of negative affect. Similar results did not occur regarding positive parenting. These findings better fit a diathesis‐stress model rather than a differential susceptibility model. Implications and limitations of these findings are discussed.     

Demands and Devotion: Cultural Meanings of Work and Overload Among Women Researchers and Professionals in Science and Technology Industries

How do cultural meanings influence how people experience work‐life demands? Much research, especially quantitative research, on the effects of structural work and family conditions does not account for employees’ cultural beliefs about the meaning of work in their lives. This article uses unique survey data to investigate the effects of employee embrace of elements of the “work devotion schema”—a cultural model that valorizes intense career commitment and organizational dedication—on their sense of “overload,” an experience that includes feeling exhausted and overloaded by all one's roles, net of actual hours on the paid job and family responsibilities. We argue that by cognitively, morally, and emotionally framing work as a valued end, the work devotion schema reduces feelings of overload. Using a case of senior women researchers and professional service providers in science and technology industries, we find that those who embrace work devotion feel less overloaded than those who reject it, net of work and family conditions. However, this effect is curtailed for mothers of young and school‐aged children. We end by discussing implications for flexibility stigma and gender inequality.     

‘Power Differences’ and ‘the Power of Difference’: The Dominance of Secularism as Ontological Injustice

Abstract

Recent religious studies and international relations scholarship has highlighted secularism as a critical element in dominant modes of identity, power, and exclusion in global politics. Yet, the implications of these insights for global justice theory and practice have rarely been considered. This article suggests that the current dominance of secularism within global justice theory and practice risks undermining the global justice project. Specifically, I argue that secularism’s dominance constitutes an ontological injustice, where both alternative non-secular visions of the world and visions of alternative non-secular worlds are subordinated to secular ontologies. However, this argument raises a crucial question: if, despite secularism’s claim to neutrality and universality, the dominance of secular ontologies contributes to rather than ameliorates injustice, the question that remains is: what are the alternatives? The article concludes by exploring some preliminary responses to this question.     

Parenting perceptions among college students: A qualitative examination

This study assessed the knowledge and attitudes of young adults without children in regard to discipline and parenting practices. A qualitative design was utilized (n?=?26) with semistructured focus groups. Results indicated participants believed discipline is important, with spanking and loss of privileges being the most effective strategy for behavior change. The majority of participants reported plans to discipline future children the way in which they were disciplined, suggesting a high percentage intend to utilize spanking. Findings suggest that personal experiences shape parenting beliefs, attitudes, and knowledge. Results inform efforts at educating future parents on appropriate parenting practices and indicate the need for protocols for young adults to educate about practices that may diverge from their personal experiences.     

Preschool Policymaking by Stealth: Application of an Alternative Framework for the Policy Process

This study uses the design and passage of universal preschool in two states, Oklahoma and West Virginia, to present an alternative framework for understanding the policy process, Policymaking by Stealth, and demonstrate its usefulness both in expanding the understanding of the politics of public preschool and as a tool for social work policy practice. An overview of the current state of preschool policy in the United States and the political history of federal preschool policy is presented first to provide context to the analysis, followed by an introduction to the analytic framework, and then a formal analysis of the policy passage processes in the two states via the lens of Policymaking by Stealth. The contributions of this new framework to the study of the policy process in general and the practice of policymaking in complex political contexts are discussed.     

Cognitive skills and leadership performance: The nine critical skills

Over the years, a growing body of evidence indicates that certain cognitive skills are a critical determinant of leader performance. In the present effort we show that application of these skills is typically founded in case-based knowledge. Subsequently, we identify nine key skills people in leadership positions employ when working with case-based knowledge to address leadership problems: 1) problem definition, 2) cause/goal analysis, 3) constraint analysis, 4) planning, 5) forecasting, 6) creative thinking, 7) idea evaluation, 8) wisdom, and 9) sensemaking/visioning. Individual and situational contingencies shaping effective application of these thinking skills is discussed. In addition, the implications of findings bearing on leader thinking skills for leader assessment and leader development are considered.     

Can Clinical Skills Be Taught Online? Comparing Skill Development Between Online and F2F Students Using a Blinded Review

This study compared the development of clinical assessment and intervention skills between students enrolled in a face-to-face (F2F) or an asynchronous online clinical social work class. All students from three semesters of F2F (n = 74) and online (n = 78) sections of an MSW clinical class taught by the same instructor were included. Two assignments were used to compare students: an assessment and treatment plan of a fictional case and a digital role-play. A doctoral student who was blinded to the course delivery mechanism graded the role-play. After controlling for baseline differences in age, there were no differences between online and F2F students in skill demonstration. It appears clinical skills can be taught as effectively online as in F2F situations based on blinded review of role-plays.     

Cultural Correlates of Gender Integration in Science

Gender integration within science has been uneven: some fields have integrated women to almost equitable levels, while others remain male‐dominated. Explanations for this variation abound, but few are able to assess empirically the relevance of disciplinary cultures in a systematic way. We take up this challenge by analysing accounts of scientific success in fields that integrated women to a large degree (Psychology and the Life Sciences) and fields that did not (Engineering and Physics). We qualitatively assess how the salience of relationships changed over time in these fields. We find that scientists from disciplines that have crossed the threshold whereby women are no longer tokens culturally value informal relationships more than those in which women remain a small numerical minority.     

Cultural Responses to Changing Gender Patterns of Migration in Georgia

In this paper, we explore how individual women cope with the tensions between economic forces encouraging temporary labour migration and cultural norms tying “proper” women to their homes and families. Combining in‐depth interviews with returned migrant women in the Georgian capital of Tbilisi with secondary migration data for the region, we illustrate the recent increases in Georgian women’s participation in international labour migration. Deteriorating economic conditions in Georgia leave women with few local opportunities to financially support their families, while institutional changes have altered the accessibility and attractiveness of international destinations, leading to increasing motivations and opportunities for women’s migration. Focusing on the contradictions between growing female migration and persistent adherence to cultural norms stigmatizing migration in Georgia, we explore the cognitive strategies migrant women employ in an attempt to balance internalized perceptions of acceptable gendered behaviour with their migration choices. Two key pathways of adaptation emerge: framing migration as a necessity rather than a choice and stressing the unique and individually exceptional nature of their own migration experience. We posit that these strategies may serve to limit the norm‐challenging nature of women’s migration in Georgia. Although migration is often described as an empowering experience for women, if women migrants work to present their migration in a way that fits within the bounds of traditional gender norms, these norms may be strengthened rather than challenged.