“Exciting” and “borderline offensive”: bloggers,binaries, and celebrity feminism

Feminism is “cool” like never before in popular culture and celebrity feminism is arguably the most visible manifestation of this currently chic status. Some scholars and commentators see this as evidence of a global feminist resurgence; others critique it as empty and devoid of political traction. The hypervisibility of celebrity feminism makes it an ideal site to explore sense-making of contemporary feminism. Long-standing feminist debates about sexuality, intersectionality, and commodification cohere around the figure of the celebrity feminist, and are debated amongst media commentators, feminists, and celebrities themselves. We analyse blogs and comments sections as a particular site where meanings of celebrity feminism are constructed and contested in the everyday. Our analyses underline the operation of a good/bad binary that constituted celebrity feminism as “other” to an imagined authentic, politically engaged feminism, although consensus about what constitutes an authentic feminist was elusive. However, celebrities were not always positioned as “other,” with the recognition that celebrities share with all women the contradictions and demands of inhabiting a postfeminist media culture. Our findings emphasise the need for a nuanced approach to theorising and understanding celebrity feminism’s relationship with other feminisms and its implications for feminist practices and identifications.     

Do we practice (or teach) what we preach? Developing a more inclusive learning environment to better prepare social work students for practice through improving the explorationof their different ethnicities within teaching,learning and assessment opportunities.

ABSTRACT

Teaching experience at the University of Suffolk noted anecdotally that Black Asian and Minority Ethnic (BAME) students avoid discussing their identity, cultural heritage, norms and values, in lectures, tutor groups and in assignments.

To improve the integration of different cultural perspectives into the social work curriculum, we devised a small-scale qualitative research project Spring, 2017, to explore students’ views of teaching, learning and assessment about cultural norms and differences, seeking the views of both BAME students and white students on the programme in order to compare and contrast their experiences.

Focus groups were used to gather the views of BAME and white students about the opportunities and barriers to discussing identity, culture, and anti-racism. The findings raised significant issues, specifically about the barriers for both BAME and white students to considering cultural differences. Student perspectives suggest more sensitive approaches to considering cultural differences; more responsibility for white lecturers to explore white privilege and its impact; and more safe spaces to manage emotional responses to oppression to enable exchange of experience and learning about different cultural norms and values. The article analyses the findings, discussing ways forward to improve the student experience and promote good practice in teaching and learning.     

Masquerading in the U.S. Capital Markets: The Dark Side of Maintaining an Institution

This article examines the work of professional service firms (PSFs) in their relationships with public corporations; work that is designed to ensure that investors and potential investors have information that will enable them to participate in the capital markets. Using an institutional theory lens, we view these efforts by PSFs as institutional maintenance work and specifically analyze their work related to policing (i.e., rating), enabling (i.e., tutoring), and embedding and routinizing (i.e., collaborating) that helps to support the capital market as a core institution in society. We illustrate how there is a “dark” side to each of these forms of institutional work that exists because of ongoing conflicts of interest within and between their work practices. This dark side has the unintended consequence of producing often biased information or information unavailable to many. When a crisis brings this bias to light, some repair is introduced but often not enough to alleviate the distortion. Our contribution is, therefore, to shed light on the dark side of institutional maintenance work and to explore why repair is increasingly necessary, but often only partially effective.     

Psychosocial safety climate as an antecedent of work characteristics and psychological strain: A multilevel model

Abstract

Psychosocial safety climate (PSC) refers to a specific organizational climate for the psychological health of workers. It is largely determined by management and at low levels is proposed as a latent pathogen for psychosocial risk factors and psychological strain. Using an extended Job Demands-Control-Support framework, we predicted the (24 month) cross-level effects of PSC on psychological strain via work conditions. We used a novel design whereby data from two unrelated samples of nurses working in remote areas were used across time (N=202, Time 1; N=163, Time 2), matched at the work unit level (N= 48). Using hierarchical linear modelling we found that unit PSC assessed by nurses predicted work conditions (workload, control, supervisor support) and psychological strain in different nurses in the same work unit 24 months later. There was evidence that the between-group relationship between unit PSC and psychological strain was mediated via Time 2 work conditions (workload, job control) as well as Time 1 emotional demands. The results support a multilevel work stress model with PSC as a plausible primary cause, or “cause of the causes”, of work-related strain. The study adds to the literature that identifies organizational contextual factors as origins of the work stress process.     

HOME-TO-JOB AND JOB-TO-HOME SPILLOVER: The Impact of Company Policies and Workplace Culture

We draw on gender theory and neo-institutional theory to examine the impact of workplace characteristics and family demands on negative job-to-home and home-to-job spillover. Our multivariate analyses of the 1997 National Study of the Changing Workforce data indicate that family-supportive workplace cultures reduce negative spillover in both directions, whereas the availability of company policies, such as dependent care benefits and flextime, do not. Our results also show that family demands increase spillover more for women than for men. Our findings suggest that the atmosphere of the workplace is more important than the availability of company policies in reducing negative spillover.     

The pull of the fruit machine: a sociological typology of young players

This paper seeks to provide a sociological account of how children and young people orient to fruit machine gambling. The account is based upon the findings of an ethnographic study and is presented in the form of a typology. Arcade Kings and their Apprentices, Machine Beaters, Escape Artists, Action Seekers and Rent-a-Spacers comprise a classification which includes ‘addicts’ as well as ‘social gamblers’. The typology reveals the multi-dimensional nature of fruit machine gambling as a leisure pursuit. It thus provides a theoretical contribution to the sociology of gambling as well as an ‘ethnographic road map’ for researchers and counsellors in the field.     

What are the Links Between Theory of Mind and Social Relations? Review,Reflections and New Directions for Studies of Typical and Atypical Development

Twenty years after research on children's ‘theory of mind’ began, this field continues to be a leading influence in the study of developmental psychology and psychopathology. In this review we examine the contribution of research on children's theories of mind to our understanding of children's developing social relationships. Evidence shows that for both typical and atypical populations this relationship is neither uniform nor unidirectional. Theory‐of‐mind skills are multifaceted and the nature of the developmental relationship between different aspects is not yet known, and there is evidence that theory‐of‐mind skills both transform and are transformed by interpersonal and family relationships and by language communities. To understand the multifaceted and complex nature of development in this area, we need clearer definitions of the skills under investigation, as well as research designs that capture the transactional nature of the relationship between theory of mind and social relations. Addressing these issues should help to clarify (i) the processes by which children's developing understanding of others is influenced by the social environment, and (ii) issues concerning the specificity of theory‐of‐mind impairments in atypical populations and the processes by which these impairments develop.