Zusammenfassungen

Ohne Zusammenfassung     

Protest Through Presence: Spatial Citizenship and Identity Formation in Contestations of Neoliberal Crises

We live in a contested, crisis-prone era, indicative of ongoing processes of neoliberalization. The most recent global financial and food crises have disproportionately impacted those already marginalized in society: people of colour and the working classes. The spatial expressions of this disproportionality are especially acute, evidenced by the uneven distribution of the basic necessities of food and home. Activists in the USA are responding with forms of spatial citizenship, namely exercising their right to peaceably assemble and reclaiming public spaces. During the creation of spaces of dissent, we observe the fluid formation of a collective spatialized identity among social movement actors, contingent on political identities and ideology. We use two cases based in Florida to highlight these processes. The first case is a local iteration of the Occupy Wall Street protests, Occupy Gainesville, which has occupied the city's most central public gathering place, the Bo Diddley Community Plaza. The second case involves Food Not Bombs in the city of Orlando where attempts were made to ban the group from distributing food in public parks to the homeless and working poor. First, these cases highlight the spatiotemporal relationships between unjust economic systems and the state surveillance and policing apparatus and those resisting such systems. Second, they reveal how collective identity influences and in turn is influenced by space. Our article furthers a processual, dynamic understanding of activist mobilizations to reduce the uneven burdens of neoliberalization and argues for greater attention to the spatialities of contentious politics.     

Raising charitable children: the effects of verbal socialization and role-modeling on children’s giving

This paper uses nationally-representative data from the PSID and CDS to estimate the causal effects of two parent socialization actions—talking to children about giving and role-modeling—on children’s decisions whether or not to give to charity. We develop an identification framework based on the intra-household allocation and cultural transmission literatures that shows how different assumptions about parental response to time-varying unobserved changes in children’s prosocial values can be combined with the child fixed effects estimate and the difference between siblings’ over-time-differences estimate to infer a bound on the causal effect of parental action to socialize their children. Under the identifying assumption we think is most reasonable for socializing the willingness to give to charity, that parents treat the socialization actions of others as cultural substitutes, our estimates imply that talking to children about giving raises the probability of children’s giving by at least .13. We find no evidence that parental role-modeling affects children’s giving, except among non-African-American girls. The identification framework and substantive results have implications for those with a general interest in using data from naturalistic settings to estimate causal effects of parental socialization actions, those interested in the external validity of laboratory findings, and those interested in the socialization of warm glow.     

Resumenes

French translations by Mary Zulke.     

Young female sex offenders: assessment and treatment issues

Research on the characteristics and treatment of juvenile female sex offenders is limited. This article reviews the literature on female offenders and presents the results of a nationwide survey by mail of 250 mental health providers in private settings and residential treatment centers (RTCs), on approaches to diagnosing prior sexual abuse history and/or perpetration among juvenile females. Nineteen of the most experienced practitioners were also interviewed by telephone to provide further insight to the issues highlighted by the surveys. Key findings include the lack of research, tools, and literature on young female sex offenders and perceived differences between male and female offenders including history, treatment, and characteristics. Further study and awareness of this population is encouraged to address clinical needs.     

A mixed-method exploratory study of interprofessional education in social work at historically Black colleges and universities: A faculty perspective

ABSTRACT

A mixed-method approach was used to capture social work faculty experiences in integrating interprofessional education (IPE) in the social work curriculum at historically Black colleges and universities (HBCUs). Questions measured attitudes, needs, preparation, and readiness of HBCU faculty to participate in preprofessional and graduate IPE courses. Both quantitative and qualitative analyses were used. The 23 participants indicated that there was strong interest and endorsement for participation in IPE as an educational tool to improve interdisciplinary team work and social care outcomes. However, faculty had limited previous involvement with IPE courses. Many partners were identified for IPE courses with almost all endorsing alcohol and substance abuse counseling, mental health counseling, public health, early childhood education, nursing, rehabilitation counseling, school of divinity, and school of psychology. The following IPE teaching methods were endorsed by almost all of the faculty: seminars, IPE common tools, case analysis, collaborative assessment, role playing, and experiential activities. Qualitative analysis of the open-ended questions yielded five themes: designing/evaluating IPE programs, embedding IPE courses in the social work curriculum, facilitating trust among faculty, removing negative IPE stereotypes, and IPE courses sustainability. The study contributes vital information about an important group of stakeholders whose participation in IPE, heretofore not mentioned in the IPE literature, needs to be integrated. We recommend that the IPE higher education community work with HBCUs to implement IPE.