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African women in polygamous marriages or with alcoholic husbands have a significantly higher risk of being physically abused by their husbands than women in monogamous marriages or women whose husbands don't abuse alcohol, new research shows.
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"Why doesn't she just leave?" is a timeworn question about women trapped in relationships with men who physically and/or emotionally abuse them. Economic dependence is clearly part of the story — many women lack the financial means to leave and find themselves trapped by both poverty and abuse.
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Randol Contreras’ drug-robber respondents were not born criminals or torturers, so how did they become "stick-up kids"?
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Drawing on theories of social norms, we study the relative influence of female and male students using a year-long, network-based field experiment of an anti-harassment intervention program in a high school. A randomly selected subset of highly connected students participated in the intervention. We test whether these highly connected females and males influenced other students equally when students and teachers considered the problem of "drama"—peer conflict and harassment—to be associated with girls more than with boys.
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What is the relationship between white children’s interpretations of racial phenomena and dominant racial ideology? Do children passively adopt dominant racial ideological positions, the result of a "deep cultural conditioning" that happens to children? Do kids assertively challenge ideologies, rejecting adults’ authoritative worldviews through enacting child agency? Or is something more dialectically complex occurring that includes both reproduction and reinvention?
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Study-abroad and international-student programs are commonly understood to transform their participants into "global citizens" possessing "cross-cultural competencies." Similar benefits are anticipated from "internationalization at home"—defined as any on-campus, internationally related activity—whereby international students engage with and thus enrich the lives of domestic students. In this article, we reflect on a research project tied to two coursework units, in which largely domestic undergraduate students undertake qualitative research with or about international students.
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Common concerns for many instructors of introductory college courses are that their students do not prepare for or attend class, are minimally engaged, and exhibit poor reading comprehension and writing skills. How can instructors respond to these challenges? Research finds that frequent testing improves the learning outcomes of students. Can it motivate better studying habits and expand their engagement with the class?
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Drawing on existing theories of social exchange as well as self-categorization theory, we consider how two forms of direct exchange influence whether structurally disadvantaged actors choose to stay in the micro-structures that disadvantage them.
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Prior research measuring service-learning program successes reveals the approach can positively affect students’ attitudes toward community service, can increase students’ motivation to learn and ability to internalize class material, and can change their view of social issues. Studies also suggest that college students sometimes enter and leave a field site in ways that contribute to the reproduction of inequality.
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We know men’s violence against women is costly. Yet, we know little about the costs—or benefits—of women’s efforts to end it. This study investigates the temporal dynamics of women’s earnings and petitioning for a Protection from Abuse (PFA) civil restraining order. Women’s earnings might rise or fall at the time of petitioning but quickly return to pre-petitioning levels, a short-term boost or shock; or, petitioning might precipitate a longer-term stall or upward shift in women’s earnings.
