Socioemotional characteristics of minors in foster care: A comparison between the estimation of parents,teachers and children

During the child's first few years, it's of fundamental importance the presence of a strong emotional base as long as it creates the possibility to open themselves to physical and social world with confidence, and as it acts as a facilitator of cognitive development. For this reason, if the family cannot ensure such base, social services are forced to resort to foster care, a resource that has a lot of difficulties, leading to different implications in the development of the child and of the foster family. It is therefore important to analyze in depth the socio-emotional variables that characterize children who are in a situation of foster care in order to provide adequate assistance to optimize their development. For this 32 minors in foster care, 31 foster parents and 28 teachers from the city of Valencia, were administered the BASC. The results highlight that parents are evaluating children, in general, worse than tutors. Specifically they consider children more aggressive, they detect more behavioral and attention problems and recognize in them a greater tendency to externalize the problems, while the teachers consider these children as with more social and adaptive skills. There were no significant differences between the scores of parents, teachers and children. High levels of psychopathology (which are clinically significant in various cases) and the fact that host parents evaluate minors as more problematic, are indicators of parents' and minors' need of support from public organizations.     

Ethno-cultural diversity and the limits of the inclusive nation

ABSTRACT

Migration is often said, in the public discourse, to pose a threat to the nation. Yet, Western societies are undergoing an irreversible demographic change spurred in great part by international migration. Thus, the question about how to reconcile nation and diversity remains of crucial importance for many countries. By focusing on the case of Italy, the article attends to this issue, by exploring the response of leftist political parties. We analyse parliamentary debates and laws related to immigration and integration issues (1986–2014), focusing specifically on the Turco-Napolitano Law (1998), possibly the most progressive legislative attempt at incorporating migrants into the Italian nation. Our analysis shows a clear incongruence between the pluralist rhetoric of the political left and its legislative acts on migrants’ national incorporation. This finding is used to reflect on the limits and possibilities of the very idea of inclusive nation in the age of migration.     

Subjective Well-Being, Income and Relative Concerns in the UK

We present an empirical model aimed at testing the relative income hypothesis and the effect of deprivation relative to mean income on subjective well-being. The main concern is to deal with subjective panel data in an ordered response model where error homoskedasticity is not assumed. A heteroskedastic pooled panel ordered probit model with unobserved individual-specific effects is applied to micro-data available in the British Household Panel Survey for 1996–2007. In this framework, absolute income impacts negatively on both completely satisfied and dissatisfied individuals, while relative income affects positively the most satisfied ones. Such an effect is asymmetric, impacting more severely on the relatively poor in the reference group. We argue that our results buttress the validity of the relative income hypothesis as an explanation of the happiness paradox.     

Participation of non-dominant students in argumentation in the mathematics classroom

This article focuses on argumentation in mathematics classrooms in two different geographic contexts, the US and New Zealand. Drawing on data from a case with immigrant students (Pāsifika) in NZ and a case with Mexican American students in the US, we argue for the need to study the concept of argumentation through a cultural and language lens. Our analysis across the two cases points to common features that supported students’ engagement in argumentation. Building relationships and encouraging and supporting students to be themselves are seen as resources for argumentation. The similarities across two very different contexts are striking. As we think of how to develop environments that support non-dominant students’ participation in mathematical argumentation, we may want to learn from and build on students’ cultural ways of being.     

Parents on the job market: Resources and strategies that help sociologists attain tenure-track jobs

Do women and men who have children during gradute school have access to the same institutional resources as non-parents? In the face of two gredy institutions, the academy and parenthood (especially motherhood), do they employ the same sorts of strategies in their quest to attain tenure-track jobs, and are those strategies successful? In this study we use a longitudinal survey of sociology Ph.D.s to investigate the availability and use of three types of resources and strategies during graduate school, and find that they all have important effects on the chances of obtaining a tenure-track position at a research or doctoral university. We find that someinstitutional resources are not equallydistributed in graduate school, with mother's least likely to obtain them, but are significant for attainment of tenure-track positions.Resource-based strategies, including presenting papers and publishing articles while in graduate school, have a positive and significant effect on all groups' attainment of tenure-track positions.Family-based strategies such as child-spacing strategies are also significant; women who have children during graduate school have lower odds of immediately obtaining tenure-track jobs at research and doctoral universities, although access to resources and the ability to use these resources helps significantly.     

Towards a Philosophy of Containment: Reading Goffman in the 21st Century

On the occasion of the re-publication of Erving Goffman’s Relations in Public: Microstudies of the Public Order, including the remarkable appendix, “Insanity of Place,” the authors propose new ways of reading Goffman’s work in order to highlight his attention to havoc and containment. Goffman’s “Insanity of Place,” explores the phenomenon of mental illness by asserting that it is an instance of havoc, a symbolic and practical condition that disrupts the social order of life, and one that must be contained. By situating this essay at the center of Goffman’s oeuvre they examine Goffman’s “philosophy of containment,” and trace its trajectory from Asylums, Stigma and “The Insanity of Place” to its full crystallization in Frame Analysis. The authors offer a generative reading of havoc and containment in order to understand the incoherence, irrationality, unreason, incomprehensibility and unbearableness of social life and the imperative to preserve social order from collapsing, dissolving or imploding. This reading enables us to see the cracks in the social order and understand containment as the constant effort exerted to recuperate transgressions and deviations back into that order. Goffman’s analysis becomes an opening into engagements with the work of Judith Butler and Michel Foucault around the notion of the normative order and the issues of containment and transgression. Thinking through Goffman’s philosophy of containment as the framework for an analysis of socialization, normalization, and social ordering affords an approach to thinking macro-micro linkages of order and instability that confront both our contemporary society and the discipline of sociology.