Intersectionality in resource extraction: a case study of sexual violence at the Porgera mine in Papua New Guinea

This article uses the lens of intersectionality to analyze secondary data gathered by international human rights organizations investigating women’s experiences of sexual violence near Barrick Gold’s mine in the Porgera valley of Papua New Guinea. This case study provides an example of how an intersectional framework can be useful to feminist researchers exploring North–South power relationships in the context of resource extraction, by helping us ask nuanced questions about the benefits and costs of resource extraction in the Global South. In this article, intersectionality helps to trace the transnational relationships of power that shape women’s experiences of violence in Porgera, and Barrick Gold’s remediation policy for survivors. Intersectionality serves as a useful tool to map the systems of power at work in Porgera and to make visible the structural violence implicit in the relationship between Canada and Papua New Guinea created by Barrick Gold’s operation.     

Will ‘Emerging Donors’ Change the Face of International Co‐operation?

Responding to the recent upsurge of interest in ‘emerging donors’, this article argues that the DAC share of aid is likely to decline only slowly from what is a historically high level, and at least some non‐DAC donors are likely to see DAC approaches and norms as relevant. Nevertheless, low‐income countries seem likely to have a wider range of financing options. Three key risks are that: they prejudice their debt situation by borrowing on inappropriate terms; they use low‐conditionality aid to postpone necessary adjustment; and they waste resources on unproductive investments. DAC members should develop constructive dialogue with other bilateral donors based on recognition that sustainable development and poverty reduction should be the core purpose of aid.     

The Content of the Psychological Contract

The perceived obligations of the two parties to the employment relationship, the employee and the organization, were explored using the critical incident technique. Incidents were elicited which exceeded or fell below the treatment which each party might reasonably expect from the other; obligations were then inferred from these incidents. Respondents were a representative sample of UK employees (n=184), and a sample of UK managers (n=184) (the organization group).
Twelve categories of organization obligation and seven of employee obligation were inferred from these data. While the two groups identified the same content categories as each other, they did so with different relative frequency. The organization group quoted more relational than transactional forms of organizational obligation, the employee group the reverse. This finding was attributed to a lack of trust of the organization by employees, and to their job insecurity. The groups, however, did not differ in terms of the frequency of the most commonly cited employee obligations; timekeeping, good work and honesty. This was taken to indicate the prevalence of a traditional and input-oriented view of employee obligations. Examples were discovered of a reciprocal element to the contract. It was concluded that, despite the level of agreement between the two parties regarding the elements of the psychological contract, they were in danger of holding different perceptions of its balance; and that organizations should only expect employee commitment if they themselves have fulfilled their side of the contract.     

Review Essay: Water Is Not Just to Drink

Qualitative Sociology -     

Adolescent Well‐Being in Cohabiting,Married, and Single‐Parent Families

Cohabitation is a family form that increasingly includes children. We use the National Longitudinal Study of Adolescent Health to assess the well‐being of adolescents in cohabiting parent stepfamilies (N= 13,231). Teens living with cohabiting stepparents often fare worse than teens living with two biological married parents. Adolescents living in cohabiting stepfamilies experience greater disadvantage than teens living in married stepfamilies. Most of these differences, however, are explained by socioeconomic circumstances. Teenagers living with single unmarried mothers are similar to teens living with cohabiting stepparents; exceptions include greater delinquency and lower grade point averages experienced by teens living with cohabiting stepparents. Yet mother's marital history explains these differences. Our results contribute to our understanding of cohabitation and debates about the importance of marriage for children.     

THE IMPACT OF IMMIGRATION ON THE STRUCTURE OF WAGES: THEORY AND EVIDENCE FROM BRITAIN

Immigration to the UK, particularly among more educated workers, has risen appreciably over the past 30 years and as such has raised labor supply. However studies of the impact of immigration have failed to find any significant effect on the wages of native‐born workers in the UK. This is potentially puzzling since there is evidence that changes in the supply of educated natives have had significant effects on their wages. Using a pooled time series of British cross‐sectional micro data on male wages and employment from the mid‐1970s to the mid‐2000s, this paper offers one possible resolution to this puzzle, namely that in the UK natives and foreign born workers are imperfect substitutes. We show that immigration has primarily reduced the wages of immigrants—and in particular of university educated immigrants—with little discernable effect on the wages of the native‐born.     

Child Well-Being in Same-Sex Parent Families: Review of Research Prepared for American Sociological Association Amicus Brief

Recent legal cases before the Supreme Court of the United States were challenging federal definitions of marriage created by the Defense of Marriage Act and California’s voter approved Proposition 8 which limited marriage to different-sex couples only. Social science literature regarding child well-being was being used within these cases, and the American Sociological Association sought to provide a concise evaluation of the literature through an amicus curiae brief. The authors were tasked in the assistance of this legal brief by reviewing literature regarding the well-being of children raised within same-sex parent families. This article includes our assessment of the literature, focusing on those studies, reviews and books published within the past decade. We conclude that there is a clear consensus in the social science literature indicating that American children living within same-sex parent households fare just, as well as those children residing within different-sex parent households over a wide array of well-being measures: academic performance, cognitive development, social development, psychological health, early sexual activity, and substance abuse. Our assessment of the literature is based on credible and methodologically sound studies that compare well-being outcomes of children residing within same-sex and different-sex parent families. Differences that exist in child well-being are largely due to socioeconomic circumstances and family stability. We discuss challenges and opportunities for new research on the well-being of children in same-sex parent families.     

Unravelling Cultural Constructions in Social Work Education: Journeying Toward Cultural Competence

Cultural understanding is often so deeply internalised it is difficult to know when and how values, beliefs and traditions were learned and even whether the ingrained messages carried from the past remain relevant in the present. Finding creative and culturally inclusive ways for students to unravel the origins of their own cultural constructions evolved into an assignment for a family course in social work education at the University of Otago, New Zealand. The student group were distance taught, mature students, most of whom were working in social service settings. Students self‐selected into groups and were asked to research, analyse and present their understanding of the influence of a culturally specific and influential myth, legend or fairytale. A key requirement was that this occurred within the context of working with families. Students were required to examine how the messages from well known ‘stories’ are perpetuated and how these then influence social work practice. This method of assessment was monitored and evaluated in terms of the students' experiences along with the learning outcomes for the course. It is the rationale, the process, and evaluation of this assignment that will be discussed in this paper.