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971.
Comiendo Bien: The Production of Latinidad through the Performance of Healthy Eating among Latino Immigrant Families in San Francisco 下载免费PDF全文
Airín D. Martínez 《Symbolic Interaction》2016,39(1):66-85
Utilizing a bricolage of interactionist cultural studies, ethnic foodways, and situational analysis this paper examines how Latino immigrants, representing six countries and multiple preimmigration class positions, come to perform Latinidad through the lay health practice of comiendo bien (eating well). Comiendo bien was examined through participant observation of 15 families living in San Francisco and 27 key informant interviews. Comiendo bien is a performance that exists through the convergence of multiple identity positions. Latina/o immigrants not only enact the Latinidad in the United States through artistic expression or political strategizing, but also by sharing an idealized practice of healthy eating. 相似文献
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Johan A. Oldekop Lorenza B. Fontana Jean Grugel Nicole Roughton Emmanuel A. Adu‐Ampong Gemma K. Bird Alex Dorgan Marcia A. Vera Espinoza Sara Wallin Daniel Hammett Esther Agbarakwe Arun Agrawal Nurgul Asylbekova Clarissa Azkoul Craig Bardsley Anthony J. Bebbington Savio Carvalho Deepta Chopra Stamatios Christopoulos Emma Crewe Marie‐Claude Dop Joern Fischer Daan Gerretsen Jonathan Glennie William Gois Mtinkheni Gondwe Lizz A. Harrison Katja Hujo Mark Keen Roberto Laserna Luca Miggiano Sarah Mistry Rosemary J. Morgan Linda L. Raftree Duncan Rhind Thiago Rodrigues Sonia Roschnik Flavia Senkubuge Ian Thornton Simon Trace Teresa Ore Ren Mauricio Valds Bhaskar Vira Nicola Yeates William J. Sutherland 《Development policy review : the journal of the Overseas Development Institute》2016,34(1):55-82
The Sustainable Development Goals (SDGs) herald a new phase for international development. This article presents the results of a consultative exercise to collaboratively identify 100 research questions of critical importance for the post‐2015 international development agenda. The final shortlist is grouped into nine thematic areas and was selected by 21 representatives of international and non‐governmental organisations and consultancies, and 14 academics with diverse disciplinary expertise from an initial pool of 704 questions submitted by 110 organisations based in 34 countries. The shortlist includes questions addressing long‐standing problems, new challenges and broader issues related to development policies, practices and institutions. Collectively, these questions are relevant for future development‐related research priorities of governmental and non‐governmental organisations worldwide and could act as focal points for transdisciplinary research collaborations. 相似文献
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This teaching note examines the use of intentional, identity-centered spaces in the social work classroom. We discuss the use of identity-based caucusing as a means of centering the embodied and lived experiences of students in the social work classroom, drawing from previous classroom experiences in an MSW foundation course on social justice at a large public university. Specifically, we consider borderland perspectives and postcolonial constructions of third spaces and their usefulness in social work pedagogy. In particular, we pose questions regarding the use of third space caucusing as a means of embracing and affirming both/and, neither/nor identity positionalities. We also consider possibilities of student-centered, critical pedagogical approaches while paying attention to the unique challenges and contexts of social work education. 相似文献
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Jacqueline A. Miller Edward A. Smith Donna Coffman Catherine Mathews Lisa Wegner 《Journal of research on adolescence》2016,26(4):673-686
Nearly 20% of South African youth experience forced or coerced sexual intercourse. Understanding the factors associated with forced sex is important for informing prevention programs aimed at reducing sexual violence and HIV and AIDS. Multilevel regression models test the association between sexual situation self‐efficacy and forced sex among 2,893 South African adolescents. Findings suggest that youth are more likely to experience forced sex after periods of time when their levels of self‐efficacy are lower than their average levels of self‐efficacy. Furthermore, youth who are lower on their self‐efficacy compared to their peers are more likely to experience forced sex. Implications for prevention research are discussed. 相似文献
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Meghan M. Burke Kimberly A. Patton Julie Lounds Taylor 《Journal of Family Social Work》2016,19(4):252-285
ABSTRACTFor all youth, adolescence is a time of great change, marked by multiple transitions. For those with disabilities, these transitions can be especially challenging for the youth and their families. Although families of adolescents with disabilities often require support, it is unclear what types of assistance are most helpful. To understand the responsibilities of and, correspondingly, supports needed for parents and siblings, the authors conducted a comprehensive literature review. Specifically, the authors examined the literature to identify the supports that families provide to their adolescent relatives with disabilities, the impacts of caring for an adolescent relative with a disability, and the assistance that families receive. The authors conclude by discussing implications for future research about family support. 相似文献
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Laura Castro‐Schilo Emilio Ferrer Maciel M. Hernández Rand D. Conger 《Journal of research on adolescence》2016,26(4):753-768
We used a longitudinal community study of 674 grade school children (Grades 5, 6, 7, and 8; 337 males, 337 females) of Mexican origin to examine outcomes of school attachment. Attachment to school is important in this population given the high level of school dropout rates of Mexican‐origin students. Results indicated that, on average, school attachment from fifth to sixth grade remains stable, but declines from sixth to eighth grade. Boys had lower levels of school attachment at fifth grade but followed similar patterns of change as girls did. Attachment to teachers, peer competence, school aspirations and expectations, and substance‐use cognitions emerged as longitudinal outcomes of level or changes in school attachment. Gender moderated associations of school attachment. 相似文献