Social Policy Excellence – Peer Review or Metrics? Analyzing the 2008 Research Assessment Exercise in Social Work and Social Policy and Administration

A metrics‐based assessment can predict reasonably well the overall outcome of the Research Assessment Exercise 2008 for social work and social policy and administration in terms of research environment, but not in terms of research outputs. It is not possible to replicate peer review of the research outputs using existing data. It is sometimes argued that citation counts provide an alternative approach that might help research assessment, but it is one fraught with difficulties. Academics did not, in fact, routinely chose to submit their most cited work. At least in this subject, metrics are more suited as handmaiden to peer review than its replacement.     

Indeterminate Responses to Attitudinal Questions About Intimate Partner Violence Against Women in Rural Bangladesh

Using data from 165 participants in a survey experiment in six Bangladeshi villages, we explored the levels and correlates of women??s indeterminate responses to a five-part attitudinal question on intimate partner violence (IPV) against women from the 2007 Bangladesh Demographic and Health Survey. Over 80?% had indeterminate responses to all five parts of the question. Indeterminate responses included silence or initial non-response (53?C58?%), misunderstanding the question (30?C37?%), and conditional opinions (7?C13?%). The percentages of women who justified IPV were lower when indeterminate responses were permitted (7?C12?%) than when they were not (37?C57?%). Older women (??26?years) with less schooling (??2 grades) whose husbands were older (??36?years), had less schooling (??8 grades), and were at least 7?years older than the respondent often had higher odds of giving indeterminate responses. Husbands?? attributes and spousal age gaps were most consistently associated with women??s indeterminate responses. Latent power, or fears of expressing transgressive views, may underlie women??s indeterminate responses to attitudinal questions about IPV against women. Recommendations for further research are discussed.     

Differences between Hispanic and non-Hispanic families in social capital and child development: First-year findings from an experimental study

Disadvantages faced by Hispanic children in the U.S., compared to non-Hispanic Whites, have been widely reported. Economic differences account for some of the gaps, but the social isolation of Hispanic families also serves as a barrier to children's success. Whereas Hispanic families tend to have strong kinship networks, their social ties often do not encompass the school and other authority systems. As a result, Hispanic families may have less access to social capital, that is, relations of trust and shared expectations that foster the flow of relevant information and support social norms that contribute to children's academic and social development. To study the role of social capital in child development, we embarked on a school-randomized trial in two cities with large Hispanic populations: San Antonio, Texas, and Phoenix, Arizona. In this paper, we report on first-year data from what will be a three-year longitudinal study, including 24 of an eventual 52 schools and about 1300 of what will be a sample of over 3000 children. We aimed to manipulate social capital through an intervention called Families and Schools Together (FAST), a multi-family after-school program that enhances relations among families, between parents and schools, and between parents and children through a sequence of structured activities over 8 weekly sessions. In the first year, 12 schools were randomly assigned to participate in FAST, and 12 served as controls. Data come from district administrative records, surveys of parents prior to FAST, and surveys of parents and teachers immediately after FAST. Surveys prior to FAST confirm that Hispanic parents have less extensive parent–school networks compared to non-Hispanic Whites. Comparisons of school means on post-FAST surveys indicate that parents in FAST schools experience more extensive social networks than those in control schools, but the differences are much more apparent in Phoenix than in San Antonio. Similarly, a pattern of better behavioral outcomes for children in FAST schools is evident in Phoenix but not San Antonio. Individual-level comparisons suggest that for some outcomes, effects may be larger for non-Hispanic Whites than for Hispanics, which would undermine potential contributions to reducing inequality.     

WE WANT MORE – WE ARE MORE

Impressed with the current migration in Europe and the connected socio-political and civil-societal challenges, we examine the question which contribution group-dynamic learning forms and its paradigms can raise awareness for a shared created future. Group dynamics understands itself as a place of practical philosophy, as intervention per se, where collectives can emancipate and participation should become alive. The origin of this idea is the examination with the unknown, the differences and the linked questioning of subjective truths, feelings and convictions. The connection between individual as well as collective self-enlightenment processes and the competence extension dealing with personal, cultural, moral, social etc. boundaries.We focus on the emotional effects (uncertainty and fear as a side effect of migration) as well as the theoretical background of the unknown and discuss the sense and the possibilities of participative-designed intervention forms of knowledge creation. Taking into account that several issues of collaboration for a shared future cannot be solved without the people concerned, we examine why we are “more”, why we want “more” and from what we will need “more”.     

Whose sexuality is it anyway? Women’s experiences of viewing lesbians on screen

While critical analyses of media representations of lesbians continue to grow, less attention is paid to audience responses to those representations. This paper explores women’s experiences of viewing lesbians on screen, analysing qualitative data from focus groups with audiences of a women-only film season screened in a UK cinema: “Lesbians on Screen: How Far Have We Come?” We consider how the internalisation of the “male gaze” complicates some women’s viewing of lesbian characters and how women attempt to challenge and resist that gaze through their viewing practices and strategies. We discuss audience creativity in re-signifying representations of women, as well as other strategies including choosing to view privately or in women-only spaces. These acts of resistance disrupt the dominance of the male gaze, patriarchal cinema spaces, and reception of images on screen. By examining women’s reflections on the experience of being in a women-only audience, a unique cinema space that “felt free” of conventional constraints of heteronormativity and patriarchy, this paper also examines how the gendered cinema space affects audience experiences.     

A methodology of damage

This paper explores the methodological implications of working with damage: damaged relationality, injured belonging, impaired narratives, and vulnerable identities. The conceptualization of damage as a methodology was the outcome of a narrative investigation into queer relationships’ dissolution. The study explored the way in which lesbians narrate romantic failures and relational dramas in an era marked by gay possibilities and compulsory happiness , where one may belong by embracing heteronormative convictions of family bliss such as respectability and stability on the one hand, and heteronormative convictions of storytelling such as progress and redemption on the other hand. This paper will take the act of composition and the rhetorical symptoms of the exasperation of being at odds with culture’s guidelines as the vantage point for theorizing a methodology of damage. Examining two methodological moments: the invitation to narrate and the interpretation it generates, I discuss the effect of damage on research design. Drawing on affect theory, I explore what feelings ‘do’ in the research process and address the possibilities embedded in failure and damage as methodological tools.     

Mature unwed mothers in Israel: Socio-moral and psychological dilemmas

Today, more than ever, women can control their own fertility and dissociate it from long-term intimacy. Among the types of nonmarital fertility, one of the least studied and often most controversial is the phenomenon of childbearing out of wedlock among mature women who are threatened by their own biological clock. It is estimated that there are about 3,000 mature unwed mothers in Israel. No psychological study of this population has so far been undertaken. This article attempts to delineate the demographic characteristics, the reasons for pregnancy, and the moral dilemma of 50 unwed mothers who deliberately decide to give birth as single mothers when they are over the age of 30.Ruth Linn is a senior lecturer in Education, School of Education, Haifa University, Israel 31999. Her research interests include conscientious objection, moral judgment of men and women, socio-moral conflicts in the family, and early childhood education. She received her Ed.D. from the School of Education at Boston University.