Is ethnic prejudice declining in Britain? Change in social distance attitudes among ethnic majority and minority Britons

Most literature on racial prejudice deals with the racial attitudes of the ethnic majority and ethnic minorities separately. This paper breaks this tradition. We examine the social distance attitudes of white and non‐white British residents to test if these attitudes follow the same trends over time, whether they are driven by the same social processes and whether they are inter‐related. We have three main findings. Firstly, social distance from other ethnic groups has declined over time for both white and ethnic minority Britons. For the white majority there are both period and cohort elements to this decline. Secondly, we see some evidence that social distance between the majority and minority groups is reciprocal. Specifically, minorities who experience rejection by the white British feel a greater sense of distance from them. Thirdly, we find that all groups share the perception of the same ethnic hierarchy. We see evidence of particularly widespread hostility towards Muslim Britons from all ethnic groups suggesting that Muslims are singled out for negative attention from many British residents of all other backgrounds, including a large number who do not express hostility to other groups.     

Children's Experiences of Time When a Parent Travels for Work

This qualitative study focuses on the different ways time is experienced by children in families who face time challenges because of a family member's job that required work travel. Data are from a family‐level study that includes interviews of all family members older than age 7. Using grounded theory methodology, this study illustrates the ways in which job demands and family processes interact. The analysis centers on 75 children's perspectives from 43 families. Holding together assessments of having enough time while wanting more time with their parents, children express emotion, generally unrecognized by parents, around the topic of family time. Children's experience of time with parents is rushed or calm, depending on the activities done in time and the gender of the parent with whom they spend time. Findings are interpreted through a feminist social constructionist lens.     

Disclosure Stress,Social Support,and Depressive Symptoms Among Cisgender Bisexual Youth

Bisexual youth are at elevated risk for depression when compared with lesbians and gay men. Research on bisexual stigma suggests that these youth are uniquely vulnerable to stress related to sexual identity disclosure. Depression associated with this stress may be buffered by social support from parents and friends. We examined the differential influence of social support from parents and friends (Child and Adolescent Social Support Scale) on the relation between disclosure stress (LGBTQ Coming Out Stress Scale) and depressive symptoms (Beck Depression Inventory) and differences by gender in a sample of cisgender bisexual youth (N = 383) using structural equation modeling. Parental support buffered the association between stressful disclosure to family and depressive symptoms, especially for bisexual men; bisexual women seemed not to benefit from such support when disclosure stress was high. This nuanced examination elucidates the ways family members and clinicians can best support bisexual youth sexual identity disclosure.     

Sexual Harassment,Psychological Distress,and Problematic Drinking Behavior Among College Students: An Examination of Reciprocal Causal Relations

Sexual harassment on college campuses is a frequent occurrence and serious public health concern. Victims of sexual harassment are at risk for many possible negative health consequences. In addition, certain psychological distress symptoms and/or alcohol use may put individuals at increased risk of being victims of sexual harassment. Data from more than 2,000 college students in the Midwestern United States were used to examine reciprocal causal effects of the relations between (a) experiencing sexual harassment and alcohol use and (b) experiencing sexual harassment and psychological distress symptoms, specifically depression and anger/hostility. Analyses were conducted separately for sexual harassment which occurs at school and which occurs in college students’ workplaces, and also separately for men and women. Results of cross-lagged panel models showed that there were reciprocal causal effects between sexual harassment and alcohol problems, depression, and anger. Discussion focuses on the overall patterns of results as well as the nuances within these findings.     

Generating Dynamic Democratic Discussions: An Analysis of Teaching With U.S. Presidential Debates

Researchers have found that when young people participate in discussions of controversial political issues, they often become more politically engaged and informed (Hess, 2009 Hess, Diana E. (2009). Controversy in the classroom: The democratic power of discussion. New York, NY: Routledge.[Crossref] , [Google Scholar]). Nonetheless, some educators avoid fostering such discussions because they can become heated and distract from academic learning (Hess, 2002 Hess, Diana E. (2002). Discussing controversial public issues in secondary social studies classrooms: Learning from skilled teachers. Theory &; Research in Social Education, 30(1), 10–41.[Taylor &; Francis Online] , [Google Scholar]). Presidential elections, including the highly publicized debates, provide substantial material for discussions of major national and international issues, but no published research has examined how educators can leverage these events to generate productive civic learning experiences. In this article, we analyze data collected in seven high school classrooms during the 2012 presidential election to examine the challenges and opportunities associated with generating substantive, dynamic discussions of presidential debates. Our findings indicate that students enjoyed learning about candidates' different perspectives and that certain strategies were especially helpful for fostering substantive discussions: (a) scaffolding students' preparation for discussion; (b) providing opportunities for students to address open-ended questions; (c) redirecting students' engagement in competitive, interpersonal dynamics to learning about public issues; and (d) countering students' partisan tendencies. We discuss implications for practice and research and present a conceptual framework for generating dynamic, substantive democratic discussions.     

Discussing Global Issues Through Contemporary Art

Contemporary global issues can be examined through the lens of modern photographic art. In an effort to prepare global-ready graduates, this article explores the pressing problems of environmental degradation, urbanization, and homelessness through the work of three contemporary artists. Illustrative works, suggested approaches, and curriculum resources are provided.     

Becoming a Race-Conscious Social Studies Teacher: The Influence of Personal and Professional Experiences

In this interpretive case study the researchers examined the beliefs of 13 self-identifying race-conscious secondary social studies teachers from diverse racial or ethnic, gender, and school-context backgrounds. The researchers found that the teachers' beliefs and views of practice were generally aligned with the main assertions of critical race theory. The teachers described their personal and professional experiences as a major influence on their race-conscious beliefs and views of practice. Moreover, teachers in diverse contexts described having to learn how to navigate the different racial experiences of the students in their classrooms, while teachers in racially segregated contexts (predominately White, Black, or Latino) emphasized the importance of teaching their students about others. Finally, despite the teachers' regular integration of race-related issues into their required and elective courses, they expressed a desire to have more opportunities to teach about race.     

Predicting Follow‐up Outcomes in Emotionally Focused Couple Therapy: The Role of Change in Trust,Relationship‐Specific Attachment,and Emotional Engagement

Emotionally Focused Couple Therapy (EFT), an evidence‐based couple therapy (Johnson, Hunsley, Greenberg, & Schindler, 1999), strives to foster lasting change through the creation of secure attachment bonds in distressed couples. Although studies have demonstrated lasting change in follow‐up (Wiebe et al., in press), research is needed to investigate predictors of long‐term outcomes. Our goal was to investigate predictors of long‐term outcomes in relationship satisfaction. Relationship satisfaction was assessed across 24 months in a sample of 32 couples who received an average of 21 EFT sessions. Decreases in attachment avoidance were most predictive of higher relationship satisfaction across follow‐up. These findings support the theoretical assumption that EFT helps couples foster lasting change in relationship satisfaction through the facilitation of secure attachment bonds.     

Back to Square One: Socioeconomic Integration of Deported Migrants

This paper addresses the issue of socioeconomic integration of forced return migrants, focusing on the Maghreb countries. Starting from the hypothesis that the return has to be prepared, I tested whether a disruption in the migration cycle (such as deportation) increases the individual's vulnerability and affects his integration from both a structural and sociocultural point of view, using the 2006 Migration de Retour au Maghreb (MIREM, or Return Migration to the Maghreb) survey. I found that forced returnees are more vulnerable to negative labor market outcomes compared to voluntary returnees. The absence of forced returnees from the labor market, or their underperformances, creates a net loss for the origin country and also incentives to re‐migrate. The negative effect is statistically significant not only immediately after return, but also in the long run, at survey time. Forced return is also significantly and negatively correlated with sociocultural integration, reflecting a marginalization of deported migrants in their home environment, which may act as a re‐emigration incentive.     

The Epistemic Culture of Homebrewers and Microbrewers

Homebrewing and microbrewing have been growing in popularity during the last few decades. One way this phenomenon can be analyzed is through the culture of knowledge production. We use the subfield of science and technology studies (STS) to examine homebrewing and microbrewing in this light. Early STS was interested in the social construction of scientific facts within daily practices of scientists. Through these early studies, STS revealed not only the process of scientific fact creation but also existence of “epistemic cultures.” Our study investigates the epistemic culture of homebrewers and microbrewers. Analysis of this epistemic culture was accomplished through use of in-depth interviews with homebrewers and microbrewers at several regional sites. Three major themes emerged from the data: home space as lab; the art and science of beer brewing; and brewing as “friendship”. These themes establish a foundation for understanding the shared epistemic culture existing between homebrewers and microbrewers.