Predictors of sports motivation among gay and bisexual men

Athletic activities are associated with reduced levels of stress and negative mood states among heterosexuals; thus, examining this association among gay/bisexual men is warranted. The current study examined the relationship between sports motivation and mood states, self-esteem, body esteem, life satisfaction, perceptions of masculinity/femininity, and parental encouragement for athletic endeavors among 195 gay/bisexual men. The results were mixed, but suggest that sports participation among gay/bisexual men may relate to a desire to express their masculinity and maintain a positive body image. Gay/bisexual men may be more likely to participate in sports if they receive positive reinforcement from others.     

Pathways from Casual Employment to Economic Security: the Australian Experience

Casual employment is extensive and has been increasing for more than two decades in Australia. The concept of casual employment used in the Australian context is unusual, but it is directly linked to benefit and rights exclusion within the regulatory framework governing employment. The expansion in casual employment has spread across all sectors, industries and occupations. Casual employment is associated with various forms of insecurity including income and employment insecurity. There are a number of ways in which the insecurity associated with casual employment could be reduced.

Perceptions of Relational Practices in the Workplace

We examined the intersection of gender and work through an investigation of relationally motivated behaviour in the workplace. Using Fletcher's ethnography of women's relational practices in a masculine work environment as a springboard, we examined Fletcher's typology of relational practice, participants' perceptions of employees who perform these forms of behaviour and whether these perceptions were related to gender. Working adults (N = 128) completed online surveys containing workplace scenarios and rated how effective and submissive they perceived the behaviour to be. Overall, participants rated relational practices as ineffective and submissive, regardless of whether a man or a woman had performed them. However, they reported that they would behave the same way as the target and they offered relationally oriented reasons for their choice. Relational practices remain paradoxical in the workplace, both necessary and devalued.     

Web Survey Design: Paging versus Scrolling

A key choice in the design of Web surveys is whether to placethe survey questions in a multitude of short pages or in longscrollable pages. There are advantages and disadvantages ofeach approach, but little empirical evidence to guide the choice.In 2003 we conducted a survey of over 21,000 undergraduate students.Ten percent of the 10,000 respondents were directed to the scrollableversion of the survey, containing a single form for each ofthe major sections. The balance was assigned to the paging version,in which questions were presented to be visible without scrolling.The instrument contained a maximum of 268 possible questions,including topics that varied in sensitivity and desirability.The survey also permitted comparison of the effect of skip patternsby implementing skip instructions and hyperlinks in the scrollabledesign, and also recorded time at the end of each of the fivetopical sections. Differences between designs are evaluatedin terms of various forms of nonresponse, univariate and bivariatemeasurement properties, and proxies for respondent burden.     

Room at the academy? People with learning difficulties and higher education

This article considers the contributions of people with learning difficulties to an undergraduate degree programme in Learning Disability Studies at the University of Manchester. It begins with an evaluation of models of disability and their implications for the study and production of knowledge about learning disability. It then goes on to explore the role of people with learning difficulties—and the place of their experiences and knowledges—both on the Learning Disability Studies programme and within the academy. Drawing on the experience of the Learning Disability Studies programme, it argues for the inclusion of people with learning difficulties in learning, teaching and research.     

From spoils to weapons: framing wartime sexual violence

The way an issue is ‘framed’ (viewed and understood) has a profound effect on whether it is viewed as a priority for action by international organisations, states, and civil society. Wartime sexual violence used to be framed as a ‘women's issue’, but since the issue gained widespread notoriety in the mid-1990s, it has shifted to being understood as a ‘security issue’. Activists and campaigners have used this as an opportunity to press for more attention at international and national levels, and policymakers have given higher priority to the issue of ending wartime sexual violence. Yet framing wartime sexual violence in terms of security – and in particular, a focus on ‘rape as a weapon’ – comes at a cost. First, it isolates this violence conceptually from the wider context of gender-based violence before, during, and after active armed conflict, and other types of violence may receive little attention. In addition, the specific emphasis on ‘rape as a weapon’ affects the types of wartime sexual violence recognised and condemned by the international community, the kinds of ‘victims’ granted assistance, and the extent to which women and men are perceived as victims, empowered agents, or perpetrators.     

The Vocabulary Levels of Social Science Magazines

With the realities of standards-based accountability, it is imperative to model and demonstrate for students how subject areas and teaching methods transcend across traditional boundaries. In an effort to prepare future social studies educators to teach for global awareness and to meaningfully integrate critical literacy skills into their instruction, we initiated a collaborative model in our university's middle grades teacher education program with language arts and social studies methods courses. The development of cultural competency not only provides preservice teachers with the knowledge of diverse populations but also enables them to have an increased ability to affirm the cultures of others.