Frustration in Infancy: Implications for Emotion Regulation,Physiological Processes,and Temperament

A study sample of 162 six‐month‐old children was selected from a larger sample of 346 infants on the basis of parents' report of their infants' temperament and a laboratory assessment of temperament. Infants were classified as easily frustrated and less easily frustrated and compared on a number of emotion regulation, physiology, and temperament measures. Results indicated that male and female infants were equally likely to be classified as frustrated and less easily frustrated; however, male infants were less able to regulate physiologically. Easily frustrated infants used different emotion regulation strategies and were observed to be less attentive and more active than less easily frustrated infants when observed in the laboratory. These infants were also characterized by their parents as more active, less attentive, and more distressed to novelty. Infants classified as easily frustrated were more reactive physiologically and less able to regulate physiological reactivity than their less easily frustrated counterparts. It is hypothesized that this cluster of characteristics may constitute a unique temperamental type that may have implications for other types of behavioral functioning. Limitations of the study are that observations are based on a single brief assessment of the infant, modest effect sizes were found, and the study is cross‐sectional.     

‘There Oughtta Be a Law Against Bitches’: Masculinity Lessons in Police Academy Training

This article draws on participant observation in a law enforcement academy to demonstrate how a hidden curriculum encourages aspects of hegemonic masculinity among recruits. Academy training teaches female and male recruits that masculinity is an essential requirement for the practice of policing and that women do not belong. By watching and learning from instructors and each other, male students developed a form of masculinity that (1) excluded women students and exaggerated differences between them and men; and (2) denigrated women in general. Thus, the masculinity that is characteristic of police forces and is partly responsible for women’s low representation on them is not produced exclusively on the job, but is taught in police academies as a subtext of professional socialization.     

Editorial

Ohne Zusammenfassung

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Editorial

     

From critical sociology to public intellectual: Pierre Bourdieu and politics

By the late 1990s, Pierre Bourdieu had become the primary public intellectual of major social scientific status at the head of the anti-globalization movement that emerged in France and in other Western European countries. This article discusses how Bourdieu became a leading public intellectual, a role that seems to contrast with his early years as a professional sociologist. It explores what seemed to change in Bourdieu’s activities and outlook as sociologist and what seems to have remained constant. It identifies several institutional conditions that seemed necessary for Bourdieu to be able to play the kind of public intellectual role he did in his later years. Bourdieu’s movement from a peripheral position to a central location in the French intellectual field, the changing character of the field itself, the growing influence of the mass media in French political and cultural life, the failures of the French Socialists in power, a cultural legacy of leading critical intellectuals in France, a unifying national issue of globalization, and the political conjuncture in 1995 all intersected in ways that opened a path for Bourdieu to choose new and more frequent forms of political action. His responses to that combination of factors at different moments reveal both a striking continuity in desire to preserve the autonomy of intellectual life and a change in view and strategy on how best to do that. The article concludes with a brief evaluation of Bourdieu’s public intellectual role.     

Framing Latina/o Immigration, Education, and Activism

Although Latinas/os have a long history in the USA and represent a growing percentage of the population, they remain largely invisible or stereotyped in dominant images and discourses. Such representations are often ahistorical, and they camouflage the effects of US power and inequality. However, the spring 2006 immigrant rights demonstrations disturbed dominant conceptions. The demonstrators called attention to the contradictory US practices that disrupt home countries, recruit labor migrants, and deny immigrants full participation. Likewise, the role of students in these demonstrations spurred reflections on why youth would walk out of their schools for immigrant rights. Inspired by these demonstrations, we combine materials from multiple disciplines to emphasize the significance of US imperialism, exploitation, and exclusion on Latina/o migration, education, and activism. Key to this article is a reframing of how the media, K-12 curriculum, and popular discourse often engage in a cultural cover-up that sustains inequality.