Race Versus Ethnic Heritage in Models of Family Economic Decisions

Race is an important dimension which survey researchers use to examine a number of social phenomena. Despite its importance, few researchers realize the measurement implications of using race as a proxy for experience and culture in statistical modeling. Particularly problematic is the tendency to use race and ethnic heritage interchangeably. This article proposes that one cannot use race and ethnic heritage interchangeably without impacting the results and interpretation. Through a case study, measurement errors in models that use race and ethnic heritage interchangeably to examine family decisions are explored. Results using race are different from results when ethnic heritage is used. This article concludes with a proposed framework for research that contrasts the utility of race and ethnic heritage in statistical models.     

The resonance of moderate feminism and the gendered relations of austerity

During the tenure of the UK Conservative‐led coalition government (2010–15) austerity policy was rolled out in response to the global financial crisis of 2007–08. In this article a discourse analysis of mainstream newspaper representations of austerity, which appeared throughout this period, is undertaken using the principles of Cultural Political Economy (Jessop 2004). Three key questions are posed: 1) How is gender drawn upon to render austerity intelligible? 2) How do these discursive constructions contribute to the reproduction of particular ideas regarding contemporary gender relations? 3) What do these gendered austerity discourses reveal about the institutionalisation of particular forms of feminism? A critical gender discourse which emphasised equality appeared alongside constructions of gender that reproduced problematic assumptions. Made meaningful in this way, austerity, as a strategy for restoring pre‐crash social arrangements, also restored particular aspects of gender relations. This is theorised as the product of the successful institutionalisation of a hegemonic, moderate liberal feminism prior to the financial crash. The findings contribute to debates within feminist scholarship about the dynamics of gender inclusion and extend our understanding of the associated implications for feminist critique.     

Fighting for survival: The experiences of lesbian,gay, bisexual,transgender, and questioning students in religious colleges and universities

ABSTRACT

Little is known about the experiences of lesbian, gay, bisexual, transgender, and questioning (LGBTQ) students attending religious colleges and universities. This study used grounded theory to analyze the narratives (N = 271) of LGBTQ former and current students. The central theme described by LGBTQ students was a fight for survival with five subthemes: (a) institutionalized homo/transphobia (strict school policies, enforcement of heterosexuality and gender conformity through discipline, conversion therapy); (b) a culture of fear (fear of exposure, homophobic panic and code words, seeking cover); (c) marginalization and isolation; (d) struggle (suffering and suicide, reconciling faith and LGBTQ identity); and (e) coping and resilience (surviving through critical thinking and strategic activism). Implications for practice are provided.     

Outness among LGBTQ Social Work Students in North America: The Contribution of Environmental Supports and Perceptions of Comfort

This study examines various environmental factors that may impact a lesbian, gay, bisexual, transgender, or queer (LGBTQ) social work student's level of ‘outness’ (disclosure) with regard to their sexual orientation or gender identity. An internet-based survey was conducted, comprised of LGBTQ undergraduate and graduate students from social work programs across North America (n = 1,018). Utilizing Pearson's chi square analysis, significant associations correlated between outness and the following six areas: (1) LGBTQ student perception of other students' overall level of comfort with their sexual orientation or gender identity within the program; (2) the number of faculty that know about their sexual orientation or gender identity; (3) the number of students that know about their sexual orientation or gender identity; (4) how supported they felt with regard to their LGBTQ identity within the program; (5) the percent of faculty that are supportive of LGB and Q issues; and (6) awareness of openly LGBTQ administrators or staff members. Implications for social work education and practice are examined, as are suggestions for continued research.     

Who Helps Single Mothers in Nairobi? The Role of Kin Support

Single mothers often turn to their extended kin for financial assistance and to help with child care. Such support may be especially important in areas of high poverty and poor environmental conditions. Using novel kinship data, this article assesses the extent of support given by more than 3,000 relatives to 462 single mothers living in a slum area of Nairobi, Kenya. Contrary to stereotypes about families in sub‐Saharan Africa, the active kin network of single mothers is relatively small, and nearly a fifth of mothers do not receive any financial or child‐care assistance. Different types of kin offer different kinds of support according to culturally proscribed roles. However, support also depends heavily on kin's employment status, geographic proximity, and age. These findings offer a nuanced picture of how single women living in slum areas draw on their kin network to cope with their daily demands as mothers.     

Moving beyond the household: Innovations in data collection on kinship

Across settings, it has been shown that the co-residential household is an insufficient measure of family structure and support. However, it continues to be the primary means of population data collection. To address this problem, we developed a new instrument, the Kinship Support Tree (KST), to collect kinship structure and support data on co-residential and non-residential kin and tested it on a sample of 462 single mothers and their children in a slum community in Nairobi, Kenya. This instrument is unique in four important ways: (1) it is not limited to the co-residential household; (2) it distinguishes potential from functional kin; (3) it incorporates multiple geospatial measures; and (4) it collects data on kin relationships specifically for children. In this paper, we describe the KST instrument, assess the data collected in comparison to data from household rosters, and consider the challenges and feasibility of administration of the KST.     

The Efficacy of Internal Family Systems Therapy in the Treatment of Depression Among Female College Students: A Pilot Study

College women are vulnerable to depression due to developmental and transitional life changes. Early diagnosis and effective treatment is critically important. Empirical support exists for the effectiveness of select treatment options (i.e., antidepressant medication, cognitive‐behavioral therapy [CBT], and interpersonal psychotherapy [IPT]), yet a significant percentage of those treated do not benefit. In this pilot study, Internal Family Systems (IFS) therapy was tested as an alternative approach. College women (N = 37) were randomly allocated to IFS treatment or treatment as usual (CBT or IPT). Results demonstrated a decline in depressive symptoms for both conditions and no significant differences in the magnitude or rate of change. The results provide preliminary evidence for the efficacy of IFS in the treatment of depressive symptoms.     

Ethnic Discrimination Among Recent Immigrant Adolescents: Variations as a Function of Ethnicity and School Context

This study examined ethnic discrimination among immigrant adolescents (N = 2,220) from seven ethnic groups who moved to Canada within the past 2 years. Among these newcomers attending 66 high schools, associations between discrimination and school context were explored, including indices of school composition and school climate. Results showed that less discrimination was reported in schools with higher proportions of same‐ethnicity peers and recent immigrants. Diversity support at school significantly predicted discrimination, beyond the effects of school composition. Ethnicity significantly moderated associations between diversity support and discrimination, indicating that the protective function of adults and peers at school differs for recent immigrants, depending on their ethnic background.     

Relational learning and interprofessional practice: transforming health education for the 21st century

Theories and traditions emphasizing the centrality of caring have guided the evolution of the healthcare professions. In contemporary practice, creating a therapeutic context in which healing can occur relies not just on the caring dispositions of individual clinicians, but also on the collective relational capacities of interprofessional healthcare teams. This article describes the intersection and complementarity of relational and interprofessional learning approaches to health education, provides exemplars of shared learning models and discusses the benefits and obstacles to integrating relational and interprofessional philosophies into real world practice.     

School co-ethnicity and Hispanic parental involvement

Scholars of immigration disagree about the role ethnic communities play in immigrant families’ engagement in educational institutions. While some researchers argue that the concentration of disadvantaged ethnic groups may prevent meaningful engagement with schools, others argue that ethnic communities can possess resources that help immigrant families be involved in their children’s schooling. In this study we use a nationally representative dataset of Hispanic children from the Early Childhood Longitudinal Study, Kindergarten Cohort (ECLS-K) to determine if the relative size of the Hispanic population in the school affects levels of their parents’ involvement in their education, as well as parents’ perceptions of barriers to their involvement. Our results suggest that a large Hispanic presence in a child’s school can help increase immigrant Hispanic parents’ involvement in their children’s schooling, but there are no benefits for US-born Hispanic parents, indicating that ethnic communities help immigrant families acculturate to American institutions.