Suchergebnisse

Hearts and minds, East and West -- A spin through the culture cycle -- Women are from earth, men are from earth: gender cultures -- Color lines: cultures of race and ethnicity -- Class acts: socioeconomic cultures -- States of mind: U.S. regional cultures -- Getting religion: faith cultures -- Love's labour's lost: workplace cultures -- The economic equator: cultures of the global north and south -- Self-made: the culture of you

Intro -- Title Page -- Copyright -- Dedication -- Contents -- Introduction: Culture Trouble -- Chapter 1. Hearts and Minds, East and West -- Chapter 2. A Spin through the Culture Cycle -- Chapter 3. Women Are from Earth, Men Are from Earth -- Chapter 4. Color Lines -- Chapter 5. Class Acts -- Chapter 6. States of Mind -- Chapter 7. Getting Religion -- Chapter 8. Love's Labour's Lost -- Chapter 9. The Economic Equator -- Chapter 10. Self-Made -- Acknowledgments -- Notes -- Index.

Contents -- Contributors -- 1. Introduction: A Wide-Angle Lens on the Psychology of Social Class by Hazel Rose Markus and Susan T. Fiske -- Part 1. Pervasive Ideas and Social Class -- 2. Sociological Perspectives on the Face-to-Face Enactment of Class Distinction by Paul DiMaggio -- 3. The Class Culture Gap by Joan C. Williams -- Part 2. Institutions and Social Class -- 4. Class, Cultural Capital, and Institutions: The Case of Families and Schools by Annette Lareau and Jessica McCrory Calarco

Social Psychology, Twelfth Edition, engages students with the dynamic field of social psychology, encouraging exploration of personal passions-from sports to politics-while providing insights into the scientific principles that underpin daily interactions and behaviors, dispelling misconceptions, and demonstrating social psychology's real-world relevance

Social class disparities in higher education between working‐class students (i.e., students who are low income and/or do not have parents with four‐year college degrees) and middle‐class students (i.e., students who are high income and/or have at least one parent with a four year‐degree) are on the rise. There is an urgent need for interventions, or changes to universities' ideas and practices, to increase working‐class students' access to and performance in higher education. The current article identifies key factors that characterize successful interventions aimed at reducing social class disparities, and proposes additional interventions that have the potential to improve working‐class students' chances of college success. As we propose in the article, effective interventions must first address key individual and structural factors that can create barriers to students' college success. At the same time, interventions should also fortify school‐relevant selves, or increase students' sense that the pursuit of a college degree is central to "who I am." When students experience this strong connection between their selves and what it means to attend and perform well in college, they will gain a sense that they fit in the academic environment and will be empowered to do what it takes to succeed there.

How can governments and nonprofits design aid programs that afford dignity and facilitate beneficial outcomes for recipients? We conceptualize dignity as a state that manifests when the stigma associated with receiving aid is countered and recipients are empowered, both in culturally resonant ways. Yet materials from the largest cash transfer programs in Africa predominantly characterize recipients as needy and vulnerable. Three studies examined the causal effects of alternative aid narratives on cash transfer recipients and donors. In study 1, residents of low-income settlements in Nairobi, Kenya (N = 565) received cash-based aid accompanied by a randomly assigned narrative: the default deficit-focused "Poverty Alleviation" narrative, an "Individual Empowerment" narrative, or a "Community Empowerment" narrative. They then chose whether to spend time building business skills or watching leisure videos. Both empowerment narratives improved self-efficacy and anticipated social mobility, but only the "Community Empowerment" narrative significantly motivated recipients' choice to build skills and reduced stigma. Given the diverse settings in which aid is delivered, how can organizations quickly identify effective narratives in a context? We asked recipients to predict which narrative would best motivate skill-building in their community. In study 2, this "local forecasting" methodology outperformed participant evaluations and experimental pilots in accurately ranking treatments. Finally, study 3 confirmed that the narrative most effective for recipients did not undermine donors' willingness to contribute to the program. Together these studies show that responding to recipients' psychological and sociocultural realities in the design of aid can afford recipients dignity and help realize aid's potential.

The media plays an important role in how the American public understands controversial social and political issues, such as immigration. The purpose of this article is to examine how key features of the media, such as location (Arizona vs. National) and political ideology (Liberal vs. Conservative), affect the framing of arguments supporting and opposing the anti-immigration bill (Arizona SB 1070). A content analysis was conducted using 3 weeks of newspaper articles from two Arizona newspapers (one Conservative, one Liberal) and five national newspapers (three Conservative, two Liberal). Analyses revealed that both location and political ideology influenced the framing. Specifically, the national newspapers were more likely than Arizona newspapers to frame arguments supporting the bill in terms of threats (e.g., threats to economic and public safety) and to frame arguments against the bill in terms of civil rights issues (e.g., racial profiling). In terms of political ideology, Conservative newspapers were more likely than Liberal newspapers to frame the bill in terms of economic and public safety threats, but did not differ in mentions of civil rights issues. The implications for attitudes toward immigrants and legal ethnic minorities and for defining the boundaries of the American national identity are discussed. Adapted from the source document.

The media plays an important role in how the American public understands controversial social and political issues, such as immigration. The purpose of this article is to examine how key features of the media, such as location (Arizona vs. National) and political ideology (Liberal vs. Conservative), affect the framing of arguments supporting and opposing the anti‐immigration bill (Arizona SB 1070). A content analysis was conducted using 3 weeks of newspaper articles from two Arizona newspapers (one Conservative, one Liberal) and five national newspapers (three Conservative, two Liberal). Analyses revealed that both location and political ideology influenced the framing. Specifically, the national newspapers were more likely than Arizona newspapers to frame arguments supporting the bill in terms of threats (e.g., threats to economic and public safety) and to frame arguments against the bill in terms of civil rights issues (e.g., racial profiling). In terms of political ideology, Conservative newspapers were more likely than Liberal newspapers to frame the bill in terms of economic and public safety threats, but did not differ in mentions of civil rights issues. The implications for attitudes toward immigrants and legal ethnic minorities and for defining the boundaries of the American national identity are discussed.

The "happiness agenda" is a worldwide movement that claims that happiness is the highest good, happiness can be measured, and public policy should promote happiness. Against Happiness is a thorough and powerful critique of this program, revealing the flaws of its concept of happiness and advocating a renewed focus on equality and justice.Written by an interdisciplinary team of authors, this book provides both theoretical and empirical analysis of the limitations of the happiness agenda. The authors emphasize that this movement draws on a parochial, Western-centric philosophical basis and demographic sample. They show that happiness defined as subjective satisfaction or a surplus of positive emotions bears little resemblance to the richer and more nuanced concepts of the good life found in many world traditions. Cross-cultural philosophy, comparative theology, and social and cultural psychology all teach that cultures and subcultures vary in how much value they place on life satisfaction or feeling happy. Furthermore, the ideas promoted by the happiness agenda can compete with rights, justice, sustainability, and equality—and even conceal racial and gender injustice.Against Happiness argues that a better way forward requires integration of cross-cultural philosophical, ethical, and political thought with critical social science. Ultimately, the authors contend, happiness should be a secondary goal—worth pursuing only if it is contingent on the demands of justice