Food Pantries and the Populations They Serve: Strange Bedfellows or Strategic Partners?*

Although it is often assumed that food pantries are managed by middle‐class directors whose social background differs significantly from that of their target populations, no systematic empirical evidence concerning this issue exists to date. Moreover, scholarship has yet to explore the extent to which the presumably distinctive social positions of pantry directors and clients might result in the stigmatization of poverty, social welfare programs, and the poor by agency directors. Drawing on insights from attribution theory, this study seeks to shed light on demographic and attitudinal differences between pantry directors and food‐needy persons. The study begins by comparing the demographic characteristics of food pantry directors in a two‐state region of the South (Alabama‐Mississippi) with those of the food‐needy population in the region. It then moves on to contrast attitudinal disparities between these directors and food‐needy persons related to such issues as the causes of poverty, the effects of social welfare programs, and the character of those who utilize food assistance programs. Noteworthy differences in race, education, and religiosity emerge when comparing directors with the populations they serve; however, directors did not differ markedly from their potential clients in key social attitudes. When asked specifically about food pantry clients, directors responded with a mix of sympathy and suspicion. While a substantial portion of directors attribute poverty to structural causes, a significant number also characterize clients seeking food assistance as possibly having unsavory motivations for doing so. The study concludes with a discussion of the implications of these findings.     

Are Ireland's Immigrants Integrating into Its Labor Market?

Ireland has experienced a remarkable change in its migratory patterns in recent years and has moved from experiencing large‐scale emigration to receiving significant inflows. In this paper, we use data from a nationally representative sample of immigrants and natives drawn in 2005 to assess the occupational attainment of immigrants in Ireland relative to natives. It is found that immigrants, on average, are less likely to be in high‐level occupations controlling for factors such as age and education. When looked at by year of arrival, it appears as if immigrants who arrived more recently have lower occupational attainment relative to earlier arrivals, thereby suggesting a process of integration. However, a closer analysis shows that the observation of better occupational attainment for earlier arrivals can be explained by a change in the national origin mix of Ireland's immigrants, with immigrants from the New Member States of the European Union having the lowest occupational attainment. Within national groups there is generally no clear evidence of improved occupational attainment over time.     

The Priscilla Project: Facilitating Equality and the Self-empowerment of At-risk Women in Healthcare Encounters

Women and minorities have consistently experienced marginalization and inequality in the United States, with low-income, immigrant and refugee women experiencing the most severe forms. This paper explores how we can restructure one area in which disparities exist, the primary healthcare system, to provide respectful, compassionate, accessible and adequate care to refugee and low-income women who are medically at-risk during pregnancy. This will be done by reviewing the Priscilla Project, an inner-city program that serves at-risk pregnant women in Buffalo, NY, including the history and persistence of disparities in healthcare, activities and impact of the program, and the uniquely contextualized program paradigm.

Peer Groups, Social Identity, and Children's Bullying Behavior

Drawing on social identity theory, this study explored the impact of the peer group on childhood bullying. Participants were 351 students, aged 8 to 13 years. Involvement in bullying, friendship group membership, norms of particular groups, and intra-group positions (prototypical vs. peripheral) were determined using peer reports. Results revealed within-group similarities in bullying behaviors. In addition, bullying was found to be greater when it was endorsed by group norms and when children were prototypical vs. peripheral members of bullying groups. The implications of the findings for the conceptualization of childhood bullying are discussed.     

Formative evaluation of a motivational intervention for increasing physical activity in underserved youth

The present study was designed to develop an innovative motivational intervention (based on Self-Determination Theory and Social Cognitive Theory) to increase physical activity (PA) in underserved adolescents. Sixty-four adolescents (35 females, 29 males; 50% minority; 65% on reduced lunch program; ages 11-13 yr) participated in either an 8-week motivational intervention after-school (n = 32) or a typical after-school program (n = 32). The conceptual framework for the intervention targeted the social environment (perceived autonomy, perceived social support, participation, fun), cognitive mediators (perceived choice, self-efficacy, and relatedness/belongingness), and motivational orientation (intrinsic motivation, commitment, positive self-concept). Formative evaluation data was collected by staff through daily forms throughout the 8-week program and through observational data completed by independent objective observers during 2 weeks of the program. The major themes that were identified addressed theoretical concepts regarding the intervention and logistical issues in delivering the intervention. The data revealed information regarding the importance of the cognitive appropriateness of the PA and motivational activities, the environmental climate for promoting nurturing relationships, developing specific strategies for increasing intrinsic rather than extrinsic reinforcement, and developing methods for preventing social "cliques" and gender conflicts to maintain an appropriate level of support in the social climate. Themes for training staff included focusing on team building, leadership, and nurturing. This formative evaluation is being used to formalize a randomized trial to test the effects of a student-centered motivational intervention on increasing PA in underserved 6th graders.     

Beyond Happiness: Minority Stress and Life Meaning Among LGB Individuals

ABSTRACT

Scholars have recently started to examine how minority stressors are associated with wellbeing outcomes among lesbian, gay, and bisexual (LGB) people. Such studies have examined mainly hedonic wellbeing, and those that have investigated eudaimonic wellbeing have tended to use composite measures. The present study draws from this literature to examine how minority stressors are associated with a key indicator of eudaimonic wellbeing: life meaning. Drawing from the minority stress model, we examined these associations using structural equation modeling among 266 LGB adults. Expectations of rejection and identity concealment, but not discrimination or internalized homophobia, had significant negative associations with life meaning. Discrimination had negative indirect associations with life meaning via expectations of rejection and concealment. Our results highlight the nuanced relations that exist between minority stressors and life meaning and highlight the need to move beyond composite measures of wellbeing. Implications for clinical practice and directions for research are discussed.     

Itinerant Children in the Schools: A Neglected Social Issue

A hitherto neglected area of social and educational research has been the problems faced by itinerant children in their social development, personal adjustment and educational progress. These problems are likely to grow with the increasing mobility of the Australian population. This article briefly explores the issue and reviews research undertaken with geographically mobile families and children of defence force personnel. It recommends further research to delineate the extent of the problems, identify cause-effect relationships and help children and their families to cope with the effects of mobility.