Suchergebnisse

Intro -- Contents -- Editors and Contributors -- About the Editors -- Contributors -- List of Figures -- 1: Introduction -- 2: Opening Doors for the Insurgent -- Intersectionality Travels to the Disciplines -- Disciplining Intersectionality -- A Moment of Reflexivity: On Being a Gen X Black Feminist -- Why "Good" Psychologists Should Open Doors -- References -- 3: Stuck in the Paradigm with You: Transfeminist Reflections on the Uses of History and the Spaces of Contradiction -- Is There a Paradigm? -- What Does It Mean to "Revisit" a Paradigm? -- On Board -- References -- 4: Reflections on History, Gender, (and Beyoncé?): Intersectionality and Interdisciplinarity, Past and Future -- References -- 5: Theorizing Gender Power and Gendered Institutions: Sexual Harassment and Resistance to Feminist Activism -- Incipient Conditions -- Equality Work on Campus -- Theorizing Gender Power and Gendered Institutions -- References -- 6: The Power of Class -- the Gender of Power -- References -- 7: Racializing Patriarchy: Lessons from Police Brutality -- Police Brutality in Newark -- Deep Inequality: Race, Caste, and Pollution -- The Inherent Racism of Patriarchy -- Revisiting "Structure" with Du Bois -- Conclusion -- References -- 8: From Neoclassicism to Heterodoxy: The Making of a Feminist Economist -- Women's Representation in the Economy -- Women's Representation in the Academy -- Women's Representation in Economics -- My Journey into Work, the Academy, and Economics -- Feminist Theory, Feminist Economics, and Economic Heterodoxy -- Academic Administration and How to Support Feminism -- Conclusion -- References -- 9: Engaging a Collaborative Practice: Reflections on Feminist/Critical Disability Studies by Two Psychologists -- Situating Ourselves, Grounding Our Collaboration -- Gender and Disability in Psychology (and Other Social Sciences).

In the present study, fourteen science and engineering faculty members who identified as lesbian or gay at two research universities described the workplace climate for lesbian, gay, bisexual, and transgender (LGBT) faculty, the role pressures and choices they face, and the effects of the climate on their work performance and careers. While some faculty describe overt hostility toward them, invisibility, interpersonal discomfort, and pressure to "cover" their sexuality are much more pervasive, as is a felt obligation to be supportive to LGBT students and junior colleagues. Based on our analyses of the interview data, we propose a model of the career consequences of the academic work environment for sexual minority faculty in science and engineering. We conclude by recommending specific future research and suggesting institutional actions that can be taken to make campus climates more affirming for LGBT faculty in science and engineering, and other disciplines.

Cover -- Half Title -- Title -- Copyright -- Contents -- Credits -- Reading Feminist Theories: Collaborating Across Disciplines -- Part One: Inventing Gender -- Defining Feminism and Feminist Theory -- 1 What Is Feminism? -- 2 The Combahee River Collective Statement -- 3 From a Long Line of Vendidas: Chicanas and Feminism -- 4 Anti-Anti-Identity Politics: Feminism, Democracy, and the Complexities of Citizenship -- Mutual Influence: Humanities and Social Science -- 5 Gender and the Meaning of Difference: Postmodernism and Psychology -- 6 Romance in the Age of Electronics: Harlequin Enterprises -- Part Two: Sex, Sexuality, and Gender -- From Sex to Sexuality -- 7 The Medical Construction of Gender: Case Management of Intersexed Infants -- 8 The Politics of Androgyny in Japan: Sexuality and Subversion in the Theater and Beyond -- Constructing Gender -- 9 Notes Toward a Feminist Peace Politics -- 10 Making It Perfectly Queer -- Conceptualizing Difference -- 11 Sex Equality: On Difference and Dominance -- 12 Deconstructing Equality-Versus-Difference: or, The Uses of Poststructuralist Theory for Feminism -- Part Three: Gender, Race, and Class -- Race and Gender -- 13 On Being the Object of Property -- 14 Gender, Race, Raza -- Postcolonialism -- 15 Feminism and Difference: The Perils of Writing as a Woman on Women in Algeria -- 16 Violence in the Other Country: China as Crisis, Spectacle, and Woman -- Work, Class, and Gender -- 17 From High Heels to Swathed Bodies: Gendered Meanings Under Production in Mexico's Export-Processing Industry -- 18 Hegemonie Relations and Gender Resistance: The New Veiling as Accommodating Protest in Cairo -- Part Four: Questioning Feminisms -- Women, Citizenship, and Activism -- 19 Fetal Images: The Power of Visual Culture in the Politics of Reproduction

AbstractWe aimed to understand the cues individuals use to assess social class, and their relation to social theories. Participant (N = 235) open‐ended survey responses were coded in response to the following: "If you can at least sometimes tell if someone is (#1) working‐class/poor OR (#2) middle‐/upper‐class, how can you tell? What are all of the characteristics, behaviors, and/or other indicators that communicate their social class to you?" Based on participant comments, we created six themes: embodied cultural capital, material/economic capital, taste, status/position, institutional cultural capital, and social capital. First, we found spontaneous participant responses reflected several classic social class theories. Second, while the content often differed in terms of how participants discussed the working‐class/poor compared to the middle‐/upper‐class, there was only one significant difference in frequency of response. Specifically, participants were more likely to express the embodied cultural capital theme when asked about the working‐class/poor. Finally, participants with some more privileged identities (e.g., racially white, those with higher education, straight/heterosexual participants) were more likely to focus on symbolic or non‐material aspects of class compared to participants with some less privileged identities (e.g., participants with lower incomes in their families of origin), who focused more on material and economic cues in determining a person's class.

AbstractIn two survey experiments, three types of gender‐based mistreatment, social class and race of the target, and gender‐linked stereotypes of respectability (sexualization and irresponsibility) were assessed in relation to victim blame attribution. U.S. participants (Study 1: N = 416; Study 2: N = 300) read a vignette about a woman described as working‐ or middle‐class, as Black or white, and as having experienced sexual assault, sexual harassment, or incivility in the workplace. Based on the ambiguity of the intent of the perpetrator, we anticipated that incivility would result in more victim blame; this was confirmed. Additionally, in both studies, perceived victim respectability mediated the relationship between class and blame. The working‐class woman was seen as less respectable compared to the middle‐class woman, and this was associated with greater blame attribution for mistreatment. Results confirm the importance of more attention to social class in research on perceptions of women exposed to mistreatment, as well as interventions to mitigate victim‐blaming.

ABSTRACTTwenty‐eight University of Michigan students (12 first‐generation/low‐income and 16 from more educated, affluent families) were invited online to provide open‐ended responses and photographs representative of their experiences during COVID‐19, in a modified Photovoice approach. Given the literature, we expected that cultural mismatch, class stereotypes, and relative deprivation would be relevant features of the accounts of self‐identified first‐generation/lower‐income students' experience, in contrast to their peers. Using thematic analysis, three themes differentiated the written accounts of the experiences of the two groups of students: changed environmental demands, comparison to similar or different other students, and change or continuity in the availability of institutional support. Both groups of students shared concerns about issues with mental health, and concern for family. While first‐generation/lower‐income students reported that they experienced less access to space and quiet for their schoolwork, their counterparts reported that their conditions for studying were better. Additionally, when comparing themselves to others, first‐generation students mentioned their best guesses about the experiences of more affluent students, while nonfirst‐generation students tended to compare themselves to those like themselves. Finally, while nonfirst‐generation students wrote of continued institutional support and dedication to schoolwork, first‐generation students reported having fewer resources for academic success.

Although stepmothering is a common undertaking in American families, little research has investigated the mental health consequences, and their correlates, associated with adopting a stepmother role. To help fill this gap, the current study examines parenting stress and participants' perceptions of their (step)children's regard toward them and the family as mediators in the relation between parenting role (stepmother or biological mother) and depressive symptoms. Participants included 60 biological mothers and 75 stepmothers living in the United States. Stepmothers reported more depressive symptoms and parenting stress and lower perceptions of child regard than did biological mothers. Further, the relation between parenting role and depressive symptoms was mediated by parenting stress and perceptions of child regard. Results suggest that stepmothers are at risk for depressive symptoms and illuminate possible contributors to this risk, providing important directions for research and intervention.