Exploring the depths of gender,parenting and ‘work’: critical discursive psychology and the ‘missing voices’ of involved fatherhood

ABSTRACT

This paper sets out to capture the missing voices of fathers in discussions around gender, parenting and work. Using Critical Discursive Psychology (CDP), a qualitative methodology that frames discourse, language and action as socially situated, the paper sets out to understand the complexities of involved fatherhood. Using data from two distinct research projects that considered managing tensions around parenting and paid work, alongside the move to ‘involved fatherhood’, we examine the ways in which different discourses are operating in order to construct stories around gender and parenting. We are particularly interested in the ways in which participants use language and, specifically, discourses of parenting, working and caring. Through the interview excerpts we analysed how simultaneously participants position themselves in the discourses and were also being positioned by the wider societal discourses. We consider how CDP can contribute rich insights into the ways in which fathers are arranging sharing parenting caregiving responsibilities, using these insights to inform the policy landscape. We finish the paper by suggesting that CDP methodology can be mobilised by researchers wanting to capture missing voices in shifting policy landscapes.     

Examining residence status as a risk factor for health risk behaviors among college students

Objective: The current study is aimed to evaluate college student residence as a unique risk factor for a range of negative health behaviors. Participants: We examined data from 63,555 students (66% females) from 157 campuses who completed the National College Health Assessment Survey in Spring 2011. Methods: Participants answered questions about the frequency of recent use of alcohol, tobacco, marijuana, and illicit drugs, as well as sexual risk behavior in the last 30 days. Sexual risk behaviors were operationalized as having unprotected vaginal sex (yes/no) and the number of sexual partners. Results: Logistic regression analyses revealed that living off-campus is a unique predictor of alcohol, tobacco, marijuana, and illicit drug use, as well as engaging in unprotected sex and a greater number of sexual partners (all ps <. 01). Conclusions: Students living off-campus exhibit more substance use and sexual risk behaviors than students living on-campus, independent of gender, age, or race.     

Subjective well‐being: what do adolescents say?

The aim of this paper is to analyse how 10‐ to 15‐year‐old adolescents define their own perceptions of well‐being and the factors influencing it at their age. Ten focus groups were organized, two from each age group. One group for each age included the students with the lowest scores in subjective well‐being (SWB) and the other included those with the highest, according to their responses to previously administered psychometric scales. The views of the participating adolescents were explored by means of a content analysis. In general, the children mentioned both positive and negative elements of participating in defining what constitutes well‐being. According to these children, well‐being is related to both affects and attitudes, relations with family and friends being key factors in it. Differences in the information provided reveal some variations according to age and SWB score. Children scoring lower in SWB tend to refer more to relationships with friends and basic needs covered, whereas those scoring higher tend to refer more to family relationships and not having problems. The results of this research can contribute to both social policy design and appraisal as they provide an in‐depth understanding of how SWB works at these ages.     

Partnership Transitions and Maternal Parenting

We use data from the Fragile Families and Child Wellbeing Study (N = 1,975) to examine the association between mothers' partnership changes and parenting behavior during the first five years of their children's lives. We compare coresidential with dating transitions, and recent with more distal transitions. We also examine interactions between transitions and race/ethnicity, maternal education and family structure at birth. Findings indicate that both coresidential and dating transitions were associated with higher levels of maternal stress and harsh parenting; recent transitions had stronger associations than distal transitions. Maternal education significantly moderates these associations, with less educated mothers responding more negatively to instability in terms of maternal stress, and more educated mothers responding more negatively in terms of literacy activities.     

Internal Migration and Spanish Regional Convergence (1972–1998)

The aim of this paper is to study the relationship between internal migration and Spanish regional convergence between 1972 and 1998, a period between the mass emigration prior to the 1970s and the mass immigration of the end of the twentieth century. The main results indicate that internal migration led to a fall in Spanish regional development gaps. However, internal migration did not lead to the disappearance of these gaps in the long term. Some regions will always receive workers, others will send them out and a third group will experience a sequence of migration reversals. The econometric methodology used allows us to identify structural breaks and to differentiate between long‐ and short‐term effects. This approach enables predictions to be made for internal migration flows in the long term in the absence of shocks.     

Life Span Extension in Humans Is Self‐Reinforcing: A General Theory of Longevity

This article proposes that longevity is not merely the result of an absence of mortality but a self‐reinforcing and positively selected life‐history trait in social species. It argues that a small increase in longevity is amplified as (1) reductions in mortality at young ages increase natural selection for mechanisms of maintenance and repair at all older ages as well as increasing the potential for intergenerational transfers; (2) intergenera‐tional transfers of resources from old to young increase fitness (e.g., through improved health, skill, and competitive ability) of the young and thus favor the presence of older individuals in a population; and (3) the division of labor increases both efficiency and innovation at all levels, resulting in increased resources that can be reinvested. This theory is framed around the longevity‐oriented question posed two decades ago by the ger‐ontologist George Sacher, “Why do we live as long as we do?,” rather than the more prevalent question today, “Why do we grow old?” The article describes the foundational principles and the main phases of a model for the evolution of longevity mediated through social organization, and applies the concept specifically to human populations.     

Understanding and Planning for Freight Movement in Cities: Practices and Challenges

ABSTRACT

Planning for freight presents a perpetual challenge for governments. Understanding freight flows has attracted increasing research attention, though such knowledge can be difficult to translate to address problems in planning practice. This paper critically assesses the challenges of understanding and planning for urban freight movement, especially with reference to achieving more sustainable outcomes. In doing so, we elucidate guidance for broader analytical and policy approaches suited to meeting diverse public interest objectives. We review the literature with specific reference to the nature of policy problems, while collating existing conceptual knowledge for broad urban land use types.     

Examining verbal and physical retaliation against kinship insults

This study examined how different types of insults-social status insults and reproductive status insults--toward one's family and friends influenced the likelihood of verbal and physical retaliation. Participants were given a questionnaire containing scenarios in which a hypothetical person insulted each participant's sibling, cousin, or friend. Participants indicated they were significantly less likely to verbally retaliate when a cousin was insulted than when a sibling or friend was insulted. Men were more likely to physically retaliate toward male insulters. Women were more likely to physically retaliate toward female insulters. Women were more likely to verbally retaliate than men, but only when the insulter was female. Both men and women were more likely to retaliate when a woman was insulted.     

Teaching tourism in Jamaica: developing students’ critical consciousness and intercultural competence

Within this article, we convey ideas about stereotypes and ethnic supremacy that many university students tend to hold about Jamaica and the challenges of disabusing travellers of these notions and to achieve educational goals related to equity, diversity and inclusivity. We explore the concept of the tourism imaginary and key ideas in critical pedagogy, critical literacy and critical race theory that guided our course development, and we explain how we used these concepts as a framework for building intercultural competence within our student population. By addressing the complexities of Jamaica’s transnational cultural identity and using tourism to deconstruct the idea of experiencing an ‘authentic’ Jamaica, this two-part immersion course works to shift student consciousness from racial and ethnic superiority to a place of intercultural competence.     

An interdisciplinary approach to the development of professional identity through digital storytelling in health and social care and teacher education

The present article presents a study based on an interdisciplinary approach to research into reflection on identity construction. This multiple case study explores the narrative of professional identities in digital artefacts. It is aimed at exploring in what way digital storytelling can be used as a suitable pedagogical strategy for the construction of professional identity. The students involved in the innovative learning activity comprise two groups of Health and Social Care students in the UK, two groups of Primary Education student-teachers and one group of Secondary Education student-teachers in Spain. Thematic analysis is used to identify the topics addressed by students in exploring their professional identities, including values and the process of learning itself. Finally, the lessons learned from this interdisciplinary approach to reflection on identity and the implications these have not only for teaching and learning design but also for future collaborative research projects are set out in the discussion and conclusions.