Suchergebnisse

The Grasinski Girls were working-class Americans of Polish descent, born in the 1920s and 1930s, who created lives typical of women in their day. They went to high school, married, and had children. For the most part, they stayed home to raise their children. And they were happy doing that.

This article examines why pregnant and mothering students did or did not stay in high school to see whether schools violated Title IX legislation by not providing equal educational opportunities. Examining life-story interviews conducted in 2002–2004 with 62 black, white, and Latina pregnant and mothering students in Connecticut, the author found that (1) while school policies and faculty were often hostile and unreceptive, mothers who dropped out were usually disengaged from school before pregnancy; (2) the presence or absence of school-based day care was a critical factor in school outcomes; and (3) alternative programs for pregnant and mothering students were experienced differently depending on whether students came from urban or nonurban school districts. In conclusion, the author argues that when our attention shifts from teen mothers to the problems of underfunded and overburdened schools, we are confronted with the larger systemic problems of economic and racial segregation and consequently educational inequality.

This article analyzes the moral tones of public emigration stories through an exploratory analysis of newspaper stories published between 1990 and 1993 in a region in Poland with a century‐old tradition of out‐migration. Media stories are fertile ground for examining values and myths because they negotiate between the micro‐level process of individuals constructing meanings and the macro‐level process of political economies producing meanings. I identified two sets of contradictory stories: (1) stories about the sending country cast emigrants as either home builders or home wreckers, and (2) stories about the receiving country depicted America as either Horatio Alger's land of possibility or a morally degenerate place where greed corrupts the soul. To explain these contradictions, I compare the institution of migration to (post)modern culture and note that both contribute to social diversity and structural differentiation which lead to value inconsistencies.

Using the life story method first introduced in The Polish Peasant, this paper analyzes the life story of a "Solidarity" refugee, positioning the subjective standpoint at the center of analysis and interpreting social action as both agentic and responsive to objective conditions. The ontological narrative in his life story is plotted through a professional schema. He defined the turning points in his life as intentionally driven by his motivation to be an organizational psychologist: his opposition within the communist system; the reason for his internment during martial law; the choice of where to emigrate; and the decision to return to Poland. He constructed a coherent narrative defined by volitional reactions to changing situations. In the life story method, subjective perceptions encode objective conditions allowing us to analyze the interactions between the self and society.
Mary Patrice Erdmans, Ja, jako psycholog, mówię ci…": ontologiczna narracja uchodźcy opozycyjnego z epoki "Solidarności" ["I, a psychologist, tell you": The Ontological Narrative of a "Solidarity" Refugee] edited by M. Nowak, "Człowiek i Społeczeństwo" vol. XLVII: "Chłop polski w Europie i Ameryce" po stu latach [Polish peasant in Europe and America after one hundred years], Poznań 2019, pp. 119–141, Adam Mickiewicz University. Faculty of Social Sciences Press. ISSN 0239-3271.

"In 2013, New York City launched a public education campaign with posters of frowning or crying children saying such things as "I'm twice as likely not to graduate high school because you had me as a teen" and "Honestly, Mom, chances are he won't stay with you." Campaigns like this support a public narrative that portrays teen mothers as threatening the moral order, bankrupting state coffers, and causing high rates of poverty, incarceration, and school dropout. These efforts demonize teen mothers but tell us nothing about their lives before they became pregnant. In this myth-shattering book, the authors tell the life stories of 108 brown, white, and black teen mothers, exposing the problems in their lives often overlooked in pregnancy prevention campaigns. Some stories are tragic and painful, marked by sexual abuse, partner violence, and school failure. Others depict "girl next door" characters whose unintended pregnancies lay bare insidious gender disparities. Offering a fresh perspective on the links between teen births and social inequalities, this book demonstrates how the intersecting hierarchies of gender, race, and class shape the biographies of young mothers."--Provided by publisher