Wives’ Tales: The Experience of Trans Partners

This article presents a collective account of a qualitative study on the subjective experience of six Caucasian female subjects, ranging in age from 38 to 63 years, who are coupled with a trans-person undergoing a gender transition by means of hormones and/or surgery. A psychoanalytic case-study design was used to collect in-depth and reflective data that were analyzed and interpreted. Findings across cases are discussed. A summary of the core implications is critical to the mental health field, not only to provide more effective clinical services to this population, but to help remedy the scarcity of literature available at present.     

Pathologizing behavior: Meanings of behaviors in dementia care

Deficit and problem-based approaches to behavior stigmatize persons with dementia and cause great unnecessary suffering. In order to reduce the harm caused to persons misunderstood, it is important to understand the process by which staff attach meaning to behaviors and how those meanings ultimately influence how staff respond to behaviors. To this end, this research sought to examine the perceptions and meanings that staff attach to behaviors, how staff experience these behaviors, and the role that meanings and experiences have in staff actions and responses to specific behaviors. This paper focuses on one sensitizing concept that emerged from our study — pathologizing behavior — that reflects how behaviors become pathologized and problematized in the long-term care context. Conducted as part of a larger interpretive grounded theory study, active interviews were conducted with 48 staff members working in a range of positions in long-term care homes in Ontario, Canada. All staff interpreted and placed residents' behaviors in context through a complex process that started with the process of filtering behavior through the lens of pathology, and guided how staff then assigned meaning to the behaviors, how they characterized behaviors as “challenging”, and ultimately reacted through crisis management. The findings demonstrate the impact biomedical discourses have on meanings attached to behaviors and responses to behaviors and point to the need for alternative discourses that emphasize understanding meanings of actions using multidimensional lenses.     

The Influence of Gender,Generation Level,Parents' Education Level,and Perceived Barriers on the Educational Aspirations of Mexican American High School Students

A portion of social‐cognitive career theory (R. W. Lent, S. D. Brown, & G. Hackett, 1994) was tested by examining contextual factors related to the educational aspirations of 186 Mexican American high school students. A 3‐step hierarchical regression analysis was conducted to determine the influence of gender, generation level, parents' education level, and perceived educational barriers on educational aspirations. Results indicated that perceived educational barriers significantly predicted students' educational aspirations above and beyond the influence of gender, generation level, and parents' education level. Implications for Mexican American students' educational goals are provided.     

Providing new opportunities or reinforcing old stereotypes? Perceptions and experiences of single-sex public education

There has been a widespread increase in single-sex public schooling in the U.S. following 2006 changes to the Department of Education regulations motivated by the No Child Left Behind Act of 2001. Single-sex public schooling is viewed as a means to improve the educational experiences and performance of low-income youth of color. Yet little is known about its effects and efficacy, particularly for these populations. This article is based on a community-based participatory research project, on which high school students and university researchers collaborated, conducted in a low-income, African American high school implementing single-sex courses. Our findings challenge proponents' key assumptions that single-sex education will improve the academic achievement of low-income youth of color by 1) eliminating distraction from the other sex; 2) addressing the different learning styles of girls and boys; and 3) remedying inequities by offering these youth opportunities traditionally afforded to more privileged youth. While some distractions were decreased, others were increased or ignored; racialized stereotypes of hypersexuality and essentialized notions of gender were reinforced; and students felt punished rather than privileged by being separated by sex. We conclude that single-sex education as a public school option is a neoliberal approach to addressing low achievement that deflects attention from the structural inequities that created the problem and implicitly blames those experiencing oppression.     

Liberal Chiefs or Illiberal Development? The Challenge of Engaging Chiefs in DFID's Security Sector Reform Programme in Sierra Leone

It is increasingly recognised that informal actors, including chiefs, are dominant providers of services and need to be factored into overwhelmingly state‐focused programmes. This article looks at the ability of the UK's Department for International Development to engage with the chieftaincy system in Sierra Leone through its security sector reform programme – a relationship which poses important political challenges.     

How much ambiguity aversion?

Experimental results on the Ellsberg paradox typically reveal behavior that is commonly interpreted as ambiguity aversion. The experiments reported in the current paper find the objective probabilities for drawing a red ball that make subjects indifferent between various risky and uncertain Ellsberg bets. They allow us to examine the predictive power of alternative principles of choice under uncertainty, including the objective maximin and Hurwicz criteria, the sure-thing principle, and the principle of insufficient reason. Contrary to our expectations, the principle of insufficient reason performed substantially better than rival theories in our experiment, with ambiguity aversion appearing only as a secondary phenomenon.     

Unionization and tenure and rank outcomes in Ohio Universities

We explore whether unionization affects tenure and promotion outcomes. Using data on 4,276 faculty from seven Ohio public universities, we find that unionization increases the probability that an individual will be tenured. Unionization also increases (decreases) the probability that an individual will be a full (assistant) professor. Moreover, unionization may standardize the promotion process across disciplines. The largest effect on the promotion process is related to length of service. Faculty who are with an institution longer are more likely to be tenured or in higher ranks. This result occurs for two reaization (1) The tenure and promotion processes are directly related to the number of years an individual works at an institution. Tenure decisions usually have time limitations, and although promotion decisions are not as directly tied to time, one generally becomes a full professor after the attainment of tenure and the rank of an associate professor; (2) Controlling for other factors, senior union faculty are more likely to be tenured or full professors, and they appear to be able to obtain higher ranks more easily. Our thanks to the session participants at the 1996 Missouri Valley Economics Association Conference, to Professor Michael Magura of the University of Toledo who provided most of the data and to an anonymous referree for insightful comments.