Gender identity and lexical variation in social media

We present a study of the relationship between gender, linguistic style, and social networks, using a novel corpus of 14,000 Twitter users. Prior quantitative work on gender often treats this social variable as a female/male binary; we argue for a more nuanced approach. By clustering Twitter users, we find a natural decomposition of the dataset into various styles and topical interests. Many clusters have strong gender orientations, but their use of linguistic resources sometimes directly conflicts with the population‐level language statistics. We view these clusters as a more accurate reflection of the multifaceted nature of gendered language styles. Previous corpus‐based work has also had little to say about individuals whose linguistic styles defy population‐level gender patterns. To identify such individuals, we train a statistical classifier, and measure the classifier confidence for each individual in the dataset. Examining individuals whose language does not match the classifier's model for their gender, we find that they have social networks that include significantly fewer same‐gender social connections and that, in general, social network homophily is correlated with the use of same‐gender language markers. Pairing computational methods and social theory thus offers a new perspective on how gender emerges as individuals position themselves relative to audiences, topics, and mainstream gender norms.     

Socialization into single‐parent‐by‐choice family life

This paper examines family interactions between mothers and children in single‐parent‐by‐choice (SPBC) families in Spain. The data is part of a larger multi‐sited ethnographic study focused on emergent family structures that examined families formed by women who began their family projects through adoption or assisted reproduction. Single‐mothers‐by‐choice formulate various socialization goals that are tied to the complexities of their non‐conventional family project. These goals are also realized in daily conversation, particularly when families talk about future events in their lives. Our findings expand existing family language socialization research in Western contexts, which has primarily focused on conventional two‐parent families, and invite developing a stronger dialogue between family language socialization research and current debates on changing kinship structures in post‐industrial societies. Este trabajo examina interacciones entre madres e hijos/as en familias de madres solteras por elección (MSPE) en España. Los datos provienen de una investigación etnográfica multi‐lugar más amplia centrada en modelo familiares emergentes que estudió a familias formadas por mujeres solas que han comenzado su proyecto familiar a través de la reproducción asistida o la adopción. La madres solteras por elección formulan varias metas de socialización que están ligadas a las complejidades y demandas de su proyecto familiar no convencional. Estos objetivos también se plasman en conversaciones cotidianas, especialmente cuando las familias hablan sobre eventos futuros en su vidas. Nuestros resultados amplían la investigación sobre socialización lingüística familiar en contextos occidentales, que se ha centrado principalmente en familias bi‐parentales convencionales, e invitan a desarrollar un diálogo más fructífero entre la investigación sobre socialización lingüística familiar y los debates actuales en torno a cambios en los patrones de parentesco en sociedades post‐industriales. [Spanish]     

Inclusive schooling: fostering citizenship among immigrant students in Europe

Growing ethnic and cultural diversity within Europe has brought increased attention to the impact and inclusion of immigrant populations and has also presented societies with valuable opportunities for intercultural learning between diverse groups. Using the International Civic and Citizenship Study data from 24 European education systems, in this paper we explore whether fostering an atmosphere of inclusion in schools relates to select attitudes and behaviours typically associated with an inclusive society, particularly among immigrant students. Our study is able to tease out some of the differences related to social class among immigrant students, opening up important avenues for discussion and future research. According to our findings, first generation immigrant students from higher socio-economic status backgrounds tended to have significantly more negative attitudes toward their resident country. Findings also collectively suggest that local-level practices, such as improving immigrant student participation in schools and positive relations between immigrant students and teachers, could be significant factors in fostering an inclusive society. Based on these results, we describe several education policies and practices that can promote greater inclusion, such as encouraging increased civic participation within the school and community, and providing a forum where students can contribute to school governance.     

From Source to Evidence? Teachers' Use of Historical Sources in Their Classrooms

To explore questions in history and to construct historical narratives, historians work with evidence from the past. This approach to teaching history (inquiry involving the use of evidence) is an accepted part of the research on history teaching and is promoted widely in standards frameworks and practitioner publications as “good history instruction.” What happens in a standards-based setting where teachers are covering large bodies of content? Do teachers use sources as part of their daily instruction? If so, how? We were afforded the unique opportunity to spend time observing what 35 teachers do by analyzing 352 videos submitted over a 4-year time span. We observed a spectrum of source use within and across teacher practice. In this article we share what we noticed.     

The Role of Household Social Organization in the Structure of Rural Economies: Comparing Forest Resource Dependent and Agriculturally Dependent Regions in Russia

Sociologists have examined how structural economic change affects household social organization and generation of household income from different sources. The introduction of elements of a market economy into rural Russia in the early 1990s provides a unique opportunity to examine these relationships. Much of the work on this topic, however, has been conducted in black earth zone, agriculturally dependent regions. Less attention has been given to non‐black‐earth zone, forest resource dependent regions. This article addresses this limitation by comparing the relationships between household income generation strategies and household social organization in a 2009 survey of villages in three forest resource dependent regions in northwest Russia with findings from a 2006 survey of households in nine agricultural regions of Russia. Income generated from enterprises based on household social organization—household labor and social helping networks—is substantially greater in agriculturally dependent than in forest resource dependent regions. We discuss the implications of these findings for understanding intranational regional differences in the relationship between economic systems, household social organization, and rural household economies as well as the obstacles facing policymakers and environmentalists who attempt to shift household income generation strategies away from an environmentally harmful lumber industry to income generation activities that are less harmful to the environment.     

Comparing Social Work Students’ Perceptions of Risk Using Online Discussion Fora: Lessons Learned from a European Pilot Project

Comparisons of international child welfare systems have identified two basic orientations to practice; a ‘child protection’ orientation and a ‘child welfare’ orientation, which are founded upon fundamentally different values and assumptions regarding the family, the origins of childcare problems, and the proper role of the state in relation to the family. This paper describes a project which sought to compare how undergraduate social work students from three European Universities perceive risk in referrals about the welfare of children and to explore the impact of different cultural, ideological and educational contexts on the way in which risk is constructed by students. Students from Northern Ireland, Germany and Poland examined three vignettes via 10 online discussion fora each of which provided a narrative summary of their discussion. The paper presents some findings from the analysis of the qualitative data emerging from the student discussions and draws out the lessons learned in terms of how the project was designed and implemented using online discussion fora.     

“Gone to work to America”: Irish step-migration through south Wales in the 1860s and 1870s

Why did the Irish-born population of Wales decline so sharply in the decade 1861–1870? This paper argues that during the 1850s and 1860s, large numbers of Irish men and women travelled to south Wales in order to finance emigration to the USA. Using the US Federal Census, this paper shows how Irish step-migration through Wales led principally to the Pennsylvania coalfields. This type of migration is termed the Knight’s-move: a sideways move from agriculture into heavy industry, in order to advance forward across the Atlantic. The Knight’s-move challenges previous assumptions about immigration into the south Wales coalfield during the nineteenth century.