Gendered Racism on the Body: An Intersectional Approach to Maternal Mortality in the United States

Population Research and Policy Review - Scholars recognize sex and race as social determinants of health. However, demography research often ignores their derivatives (racism and sexism) and their...     

Social Workers’ Causal Attributions for Poverty: Does the Level of Spatial Concentration of Disadvantages Matter?

Social workers may play an important role in the implementation of welfare policies targeted at the poor. Their norms, beliefs, and attitudes form local anti-poverty programmes and affect discretionary practices with their clients. Despite this, we know little about how social workers’ exposure to poverty shapes their attitudes towards poverty and their causal attributions for poverty. This study investigates social workers’ poverty explanations and the extent to which they depend on the level of local poverty. Data from a survey conducted among Hungarian social workers were analysed using multilevel linear regression models. To measure local poverty, we used a composite index of poverty, as well as a subjective measure of exposure to poverty. Our analysis revealed that most social workers explained poverty with structural causes, but individual blame was also frequent. Contrary to our hypothesis, the level of local poverty did not significantly increase the adoption of structural explanations but did raise the occurrence of individualistic ones. However, the effect of local poverty was non-linear: social workers tended to blame the poor for their poverty in the poorest municipalities, where multiple disadvantages are concentrated, while moderate poverty did not lead to such opinions. Our results suggest that efforts should be made to improve the poverty indicator framework to better understand the phenomenon of spatial concentration of multiple disadvantages and its consequences for the poor.

     

Deconstructing Gender Differences in Experienced Well-Being Among Older Adults in the Developing World: The Roles of Time Use and Activity-Specific Affective Experiences

Social Indicators Research - Due to declining fertility rates and increasing longevity, the world is growing older. Improving the quality of life of older adults, and not merely preventing deaths,...     

My teammate,myself and I: Experimental evidence on equity and equality norms

We study team formation in real-effort experiments in which participants bargain over a jointly produced outcome. Participants decide between undertaking a task alone or with another participant by releasing the minimum share of the future team outcome that they are willing to accept. We find that the equality norm prevails in a context in which merit could play an important role. The inability of high-ability individuals to claim a large share of the joint profits makes the dissolution of inefficient teams difficult, and results in unprofitable cooperation.     

"Who believes most in me and in my recovery": the importance of families for persons with serious mental illness living in structured community housing

In this article, the authors report on qualitative findings on the role of family in supporting recovery for mental health consumers living in structured, community housing in a large Canadian city. Despite living separately from families and relying heavily on formal services, residents identified their families more often than mental health professionals, friends, and residential caregivers as those who most believe in them and their recovery. Families supported recovery by providing affection and belonging, offering emotional and instrumental support, and by staying actively involved with residents. Families are a vital, untapped resource for social workers in promoting independent living.     

Intercultural policies and the contradictory views of teachers: the Roma in Catalonian schools

In this article, we examine the contradictions and lack of consistency between various levels of discourse relating to Roma educational policies. Policy-makers have claimed that political interventions would positively impact the progress of Roma. However, the results have been mixed. We argue here that teachers need to re-evaluate their roles as politically aware and culturally informed agents in order to guarantee social justice to a historically disadvantaged ethnic minority. Based on ethnographical fieldwork carried out over a two-year period with Spanish Roma children, both in schools and in their families, this study shows how intercultural policies have failed to impact the educational realities of Roma children.