Privileged Context Research Articles

School Personnel Perception of Parental Involvement and Students’ Behavior Problems: Practical Implications

School is a privileged context to prevent specific behavior problems. Parental involvement in school activities is crucial to promote social functioning. This study aimed to access the Portuguese school personnel perception of parental involvement and students’ behavior problems. A study with 333 school personnel, aged between 29 and 66 ( M = 50.84, SD = 7.54), was developed. School personnel’s participants rated parental involvement as low and nearly one in five professionals rated student’s general behavior as bad. A significant association between parental involvement and the perception of students’ general behavior was found. 80% of the professionals rating student’s general behavior as bad also rating parental involvement as poor. Additional research into implications of parental involvement in school activities and school students’ behavior problems is necessary aiming assessment, prevention, and intervention strategies in this area.

EFEITO ESCOLA NA EDUCAÇÃO BÁSICA: OBSERVAÇÕES A PARTIR DA PERSPECTIVA BOURDIEUSIANA

O artigo apresenta uma análise do efeito escola das escolas públicas brasileiras da educação básica à luz da abordagem crítico-reprodutivista de Bourdieu. A característica essencial da abordagem do efeito escola é que a unidade de análise é a escola; não o estudante, individualmente. A escola deve ser analisada pelos seus resultados contextualizados, identificando o quanto acrescenta ao aprendizado dos estudantes, considerando seu ponto de partida. Foi utilizada a Análise Envoltória de Dados que permite identificar como a organização dos recursos pode influenciar os resultados de unidades que trabalham com os mesmos tipos de entrada e saída. Os resultados, analisados sob a perspectiva bourdieusiana, indicam que, quando se considera o ponto de partida de cada organização escolar, escolas em contextos socioeconômicos mais desfavorecidos podem apresentar eficiência similar ou até superior a unidades em contexto mais favorecidos, o que permite observar lacunas na perspectiva de Bourdieu que podem ser objetos de reflexão futuras.

ICF and SEN: a National project for identification toward quality of life model

The school represents a privileged context for observing individual and social conditions, and for early interventions, according to an ecological and capability perspective. The Quality of Life model and the ICF model are valid references for the development of customized projects in this direction.Our study starts from the assumption that it's necessary to work according to a model that meets a logic of possible defined relations among the areas in the anthropological paradigm of the ICF. Particularly it's necessary to take advantage of the aims of Physical Education, a discipline that allows people to show themselves completely and to dialogue with the environment through the body. This research project has as its objective the validation of tools for the identification of Special Educational Needs through observation and evaluation of psycho-affective students' indicators (Personal Factors of ICF and someessential factors of quality of life) during the lessons of Physical Education.Although the research data have not been collected yet to make an analysis, it's useful the promotion of this project to realize a scientific model for the identification of SEN in the framework of the ICF, evaluating Physical Education that is often underestimated as interpretative key of students' behaviors and educational failures.

Looking Through and Beyond Conflicts: Communal Violence and the Social Order in Hyderabad (India)

Communalism permeates the political, academic, media and everyday discourse in and about India. As a dominant interpretive framework, it expresses a particular politics of interfaith relations that normalises socio-political conflicts and violence intersecting with gender, class and caste relations. These intersections emerge in the experiences, practices and spaces of marginality and violence, revealing both the mechanisms of their normalisation in the context of communal violence and the experience of living within, through and despite it. Everyday life becomes the privileged context for reading communalism in light of a systematic reorganising of the gender-socio-economic governance, and the possibility to interrogate it. Based on an ethnographic study carried out in Hyderabad between 2009 and 2012, the paper reveals a politics of communal violence embedded in everyday social practices. It shows that the gender-socio-economic governance is not parallel to communalism but in fact constitutive of its logic and practices. The paper offers a perspective on how socio-political conflicts become actualised in a social order and how agency within such contexts unfolds as awareness of and action upon the space/possibility of their reconfiguration.

From the Ethic of Hospitality to Affective Hospitality: Ethical, Political and Pedagogical Implications of Theorizing Hospitality Through the Lens of Affect Theory

The point of departure of this article is that hospitality in education has not been theorized in terms of emotion and affect, partly because its law(s) have been discussed in ways that have not paid much attention to the role of emotion and affect. The analysis broadens our understanding of the ethics and politics of hospitality by considering it as a spatial and affective relational practice. In particular, concepts from affect theory such as the notion of affective atmospheres and atmospheric walls are discussed to highlight the notion of affective hospitality. It is argued that a greater awareness of the micro-politics of hospitality in its everyday enactment in various educational settings can show educators how specific practices of hospitality work to produce affective spaces in which the socio-historical context of privilege may be interrupted. The paper concludes with a discussion of the ethical, political and pedagogical implications of affective hospitality.

Portfolio-Based Teaching and Learning

The portfolio and its use have been widely documented across various disciplines and at different levels in education. The portfolio is a useful assessment tool for evaluating student learning and a process-oriented approach that encourages critical reflexive thought and self-directed learning. More recent social work education literature discusses the portfolio as a synthesis of theory, practice, and critical self-reflection. In our program, students were expected to focus on the context of power, privilege, social location, and identity within their critical self-reflections. In this paper, the authors reflect on the launch of the first portfolio course as an alternative to the field placement for undergraduate students of social work on-campus at a large urban university. This alternative course was launched within an anti-oppressive social work program and we discuss the opportunities and challenges that arise.

Prostitutes, Trauma, and (Auto-)Biographical Narratives: Revisiting Brahms at the Fin de Siècle

Unlike Wagner, Mahler, or Schoenberg, Johannes Brahms is often absent from discussions of Viennese fin-de-siècle psychological theories and their intersections with musical culture. The privileged context depicting an aging Brahms resistant to new trends in politics and the arts discourages the notion that he would have known and been influenced by any such developments in the developing field of psychology or psychological arts. As a case study exploring Brahms’s potential engagement in these areas, this article reexamines the contested “legend” of Brahms playing piano in dive bars as an adolescent, not to determine its veracity, but in part to reveal how this motif functions in two different narrative models of Brahms biographies to about 1933. In the first model, the composer emerges spotless from the trials of a low-income childhood; in the second, however, he remains scarred by the unhealthy sexual climate of the bars. I argue that cultural-intellectual contexts in fin-de-siècle Vienna influenced Brahms’s attempts to shape his biographical narratives and that both models could have originated with Brahms himself. From Paolo Mantegazza’s sexology treatises to Hermann Bahr’s scandalous plays, the Viennese reading public was confronted with both scientific and literary material that conflated psychology, sexuality, and personal identity, while other artists such as Max Klinger sought to explore the unconscious motivations behind behaviors. In this context, we may reevaluate anecdotal evidence in which Brahms accords his adult problems to a traumatic childhood experience of playing piano in dangerous establishments: it suggests that Brahms could have taken part in fin-de-siècle trends of self-analysis and psychologized autobiography.

Análise do meio escolar na perspetiva dos agentes educativos: características, dinâmicas e condutas

The school has a fundamental role in the psychosocial development of young people, and is a privileged context for that development as well as for the prevention of various social phenomena. The professionals who work in this context, in turn, are key agents of fundamental changes. Therefore, they should be considered in assessing the most diverse needs and problems. The present study, using the questionnaire survey method, involved a sample of 302 educational agents, aged between 29 and 66 years (M=50,25; D.P.=8,16.), and the majority of the participants was women (72,8%). The results pointed to a favorable perception of the respondents regarding the characteristics of the surrounding physical environment, as well as the internal and external functioning ofthe school environment. Nonetheless, participants rated negatively the involvement of parents in initiatives promoted by school institutions; they also identified various students’problematic behavioral manifestations that should be considered (e.g., school absenteeism, widespread disrespect among students, aggression). The participants also identified some measures (e.g., increase human resources, greater rigor in the disciplinary system, promote policing, create multidisciplinary teams) that it is important to promote at school level. Finally, we discuss the practical and preventive implications of this work.

The circulating pool of functionally competent NK and CD8+ cells predicts the outcome of anti-PD1 treatment in advanced NSCLC

IntroductionA prospective investigation of the circulating immune profile in NSCLC patients receiving nivolumab was performed to identify potentially predictive parameters. MethodsFlow Cytometry of peripheral blood (PB) CD3+, CD8+, CD4+, NK, Treg and MDSCs was prospectively performed in 31 consecutive advanced NSCLC patients at baseline (T0) and after 2 (T1) and 4 (T2) cycles of bi-weekly nivolumab. Functional molecules (PD-1, CD3ζ, Granzyme B, Perforin), cell proliferation (Ki67) and NK receptors (NKG2 A, NKG2D, NKp30) were also explored. The immunohistochemical evaluation of PD-L1 and TILs was restricted to available tumor biopsies. Tissue and circulating parameters were correlated to clinico-pathological features and treatment outcomes. ResultsKRAS mutations, active smoking, COPD and steroid treatment conditioned a different distribution of circulating phenotypes. At baseline, clinical benefit (CB, n = 19) group displayed higher number of phenotypically active NK and PD-1+CD8+ cells (p < 0.01) compared to non-responders (NR, n = 12). Prolonged survival outcomes (p < 0.01) were recorded in cases with high baseline circulating NK and PD-1+CD8+ cells. At tissue level, low PD-1 expression in CD8 + TILs was a positive prognostic feature (p < 0.001). Strikingly, high circulating NK and PD-1+CD8+ cells combined with low PD-1/CD8+ ratio in TILs characterized a privileged context able to provide a significantly prolonged (p < 0.01) progression-free survival (PFS). During PD-1 blockade, NKs progressively raised in CB while declined in NR (p < 0.05) and this phenomenon was counterbalanced by parallel changes in Treg. ConclusionThe functional pool of circulating NKs associated with a divergent PD-1 expression in blood and tissue CD8+ lymphocytes portrays an immune profile predictive of anti-PD1 treatment efficacy.

Indebtedness in family-managed firms: the moderating role of female directors on the board

Despite the analysis of capital structure has motivated a huge amount of literature within the field of finance, much is still unrevealed regarding how and why managers decide to get into debt. Stimulated by the increasing interest in capital structure decisions of family businesses and by the growing demand for advocating a faster increase in the presence of female directors in boardrooms, our work addresses how family management and the presence of a female critical mass affect the firm indebtedness in a private firm context. This study uses a sample of 4223 private firms in Spain, a privileged context to test the objectives of this work, from 2006 to 2013. We find that family-managed firms rely more heavily on indebtedness than non-family managed firms. The results also suggest that the presence of female directors has a negative influence on indebtedness. Finally, our findings also show that the involvement of female directors moderates the family management-indebtedness relationship, in such that only when a critical mass of women directors is on the board, the positive effect of family management on firm indebtedness is diminished considerably. Practitioners should consider family management and female presence on the board as essential factors when establishing financing strategy. Likewise, government agencies should take into consideration both aspects when designing and setting policies.

The Influence of Leisure Attitudes and Leisure Satisfaction on Adolescents' Positive Functioning: The Role of Emotion Regulation.

Scientific research on leisure has proven its contribution to physical and psychological well-being in adolescents, especially regarding the practice of structured leisure activities. Leisure is considered a privileged context for adolescents to develop and learn several developmental skills, such as emotion regulation (ER). Nevertheless, the relationship between leisure and ER has been under-researched in adolescents. The present cross-sectional study aims to test a conceptual model concerning the relationship of leisure attitudes and leisure satisfaction with adolescents’ positive functioning and to explore the role of emotion self-regulation strategies in that relationship. Thus, we hypothesized that leisure attitudes would be a predictor of leisure satisfaction; leisure satisfaction would be a predictor of positive functioning dimensions (self-esteem; satisfaction with life; psychological well-being); and the relationship between leisure satisfaction and positive functioning dimensions would be mediated by emotion self-regulation strategies [cognitive reappraisal (CR) and expressive suppression (ES)]. The participants in this study were 654 adolescents from 10th, 11th, and 12th grade, aged between 14 and 19 years old. Data were collected using self-report questionnaires. The structural equation analysis showed that leisure attitudes are a significant predictor of leisure satisfaction, and that leisure satisfaction significantly predicts all positive functioning dimensions. CR mediated the relationship between leisure satisfaction and self-esteem. These findings highlight the importance of developing positive attitudes toward leisure to increase adolescents’ levels of leisure satisfaction. This study also supports the importance of leisure satisfaction for achieving adolescents’ positive functioning. Future studies should continue to examine the role of emotion self-regulation strategies on leisure, especially regarding CR.

AVOIDING THE RUNAROUND: THE LINK BETWEEN CULTURAL HEALTH CAPITAL AND HEALTH MANAGEMENT AMONG OLDER PRISONERS*

AbstractThe link between incarceration and health is of emerging empirical interest to criminological scholars. Yet, we still know little about the needs of the rising population of older prisoners and the health issues they face. By drawing on qualitative data gathered from 193 interviews with older men incarcerated across three U.S. prisons, I examine the specific health promotion strategies available to, and used by, these men through a cultural health capital framework. Findings show that older prisoners make deliberate choices to protect their health from the constraints and deprivations inherent in their carceral lives. In the hopes of better managing chronic and acute disease, the strategies prisoners reference include acquiring medical information, making food and diet modifications, and health advocacy. Notably, the mobilization of cultural health capital is situated within a context of privilege, leaving important implications for both incarcerated individuals and correctional administrators.

School Entrepreneurship: A Favorable Context for the Interdisciplinary Projects

Entrepreneurship education appears to be a promising avenue for developing entrepreneurial skills among young people, this tendency being present in several countries. School is a privileged environment and is targeted since young people are key players in promoting economic growth. The appropriate teaching method for achieving academic and entrepreneurial goals seems to be the project-based approach. In this regard, entrepreneurship is a privileged context for realization of interdisciplinary projects in order to give meaning to the learning experience. The objective of this study is to describe the process of implementation and deployment of interdisciplinary projects in the context of the entrepreneurial school. Eight individual interviews were conducted with school staff from an entrepreneurial school where several interdisciplinary projects were going on. Our results show that the teacher assumes a key role as a guide throughout the interdisciplinary project in making sure that the education program objectives are attained. However, the lack of collaboration among the teachers remains a challenge in order to equip and help them with the realization of the interdisciplinary projects. Solutions can be identified to facilitate and perpetuate the implementation of these projects in this entrepreneurial context.

"I don't care about you as a person": Sexual minority women objectified.

This study investigates sexual minority women's experiences of objectification in the United States. Data from 5 focus groups with 33 sexual minority women were analyzed using thematic analysis (Braun & Clarke, 2006, 2012). Results revealed 6 themes and 34 subthemes grouped into "manifestations of objectification: general and explicit intersections," "immediate context of relational and situational characteristics," and "broader context of oppression and privilege along gender and sexualities." First, sexual minority women's experiences of objectification included both general manifestations described in prior research with heterosexual women and manifestations of objectification that reflected intersections of systems of inequality based on sexual orientation, gender identity, race, ethnicity, culture, and age. Second, participants identified novel relational and situational characteristics of objectification. Finally, participants included experiences of stereotyping, discrimination, and dehumanization in their conceptualizations of objectification, connecting their experiences of objectification with broader dynamics of power related to gender and sexuality. Centralizing sexual minority women's experiences, this study produced a fuller understanding of objectification experiences in general and of sexual minority women's experiences in particular. (PsycINFO Database Record

Embodying our future through collaboration: The change is in the doing

ABSTRACTContributors to this special edition have agreed that we want a future of ecojustice and ecological sustainability. Our article unpacks experiences of oppression within the context of middle class academic privilege, undertaking resistances and working, in relationship, learning to live more sustainably in the Year of Living Sustainably. In this writing, we argue the case for activism in the academy and collaboratively build resilience toward more sustainable ways of being. By co-writing and analyzing fictionalized stories, we demonstrate how contemporary universities contribute to the unsustainability of social and ecological systems. This article presents a love story grounded in poststructural ecofeminist epistemology using collaborative autoethnography. Rather than re-presenting a heroic masculinist narrative of transcendence and success, we describe how our loving relationships support our activism.

Observer et évaluer la qualité des interactions enseignant.e/enfants à l'école maternelle en Belgique pour soutenir le développement langagier des enfants de 4 ans : une étude exploratoire

Early childhood education is a privileged context for children to develop their language and communication abilities (Dickinson, 2011). More specifically, it is demonstrated that the quality of the interactions between teachers and children plays a protective role on language and communication development for more vulnerable children (Burchinal et al. 2010; Simard et al. 2013). The current study explores the quality of interactions in kindergarten in the French-speaking part of Belgium (second year for children of 4-5 years old). Observations took place in 17 classes, using the CLASS® Pre-K (Classroom Assessment Scoring System®, Pianta et al. 2008). Similar to other international investigations, our results show heterogeneity in the scores of the different classes. But overall, emotional support and classroom organization reach medium to high quality level, while instructional support shows a low average score. Some dimensions of the instructional support vary as a function of the teacher/children ratio and the type of activity. This exploratory study enables a reflection about language development support in early childhood education and raises questions about creative ways to optimize it.

Educational privilege: The role of school context in the development just world beliefs among Brazilian adolescents.

The purpose of this study is to understand the development of Brazilian adolescents' justice perceptions across different contexts of educational privilege. Past research has found that, in adolescence, the belief in a just world (BJW) differentiates between personal and general and declines. However, prior research has not included adolescents from various socioeconomic statuses, samples in Latin America, or focused on the role of the educational context on the developmental trajectory. Participants were 385 adolescents from 3 schools (private, public and military) in Southern Brazil between 9th and 11th grade. Students completed the personal and general BJW survey. Results revealed a significant interaction of school and grade level of adolescents' personal BJW. Contrary to previous research, personal and general BJW was not always lower in higher grades. Among privileged educational contexts, data indicated that personal BJW may even increase, with the decrease notable in the lower resourced school. In contrast, general BJW was relatively consistent across all Brazilian adolescents. Results provide important insight into the role that privilege and education play across adolescents' development of BJW. This research questions the generalizability of previous studies on the development of BJW and indicates that the trajectory may be dependent upon educational and cultural context.

Parenting, identity development, internalizing symptoms, and alcohol use: a cross-sectional study in a group of Italian adolescents.

BackgroundLiterature has demonstrated the adaptive function of identity development and parenting toward manifestation of problem behaviors in adolescence. These dimensions act on both internalizing and externalizing symptoms.MethodsThe objective is to investigate the relationship between identity status, parenting, and adolescent problems, which may manifest through internalized (phobias, obsessions, depression, eating disorders, entropy) and externalized modes (alcohol use and school discomfort). The research involved 198 Italian students (104 males and 94 females) in the 4th year (mean =16.94 years, standard deviation =0.35) and 5th year (mean =17.94 years, standard deviation =0.43) of senior secondary schools, who live in Caltanissetta, a town located in Sicily, Italy. The research lasted for 1 school year. The general group consisted of 225 students with a mortality rate of 12%. They completed an anamnestic questionnaire to provide 1) basic information, 2) alcohol consumption attitude in the past 30 days, and 3) their beliefs about alcohol; the “Ego Identity Process Questionnaire” to investigate identity development; the “Parental Bonding Instrument” to measure the perception of parenting during childhood; and the “Constraints of Mind” to value the presence of internalizing symptoms.ResultsData show that identity status influences alcohol consumption. Low-profile identity and excessive maternal control affect the relational dependence and the tendency to perfectionism in adolescents. Among the predictors of alcohol use, there are socioeconomic status, parental control, and the presence of internalizing symptoms.ConclusionFamily is the favored context of learning beliefs, patterns, and values that affect the broader regulatory social environment, and for this reason, it is considered the privileged context on which to intervene to reduce the adolescents’ behavior problems. This deviance could be an external manifestation of the difficulty in management of internalizing symptoms in adolescence.

The Shaping of Policy: Exploring the Context, Contradictions, and Contours of Privilege in Milliken v. Bradley, over 40 Years Later

Background/ContextMilliken v. Bradley (1974) (Milliken I) is a pivotal Supreme Court case that halted a metropolitan school desegregation remedy between Detroit and 53 surrounding suburban school districts. In a 5-4 Supreme Court decision, the Milliken ruling was a significant retraction from the landmark Brown v. Board (1954) (Brown I) ruling that 20 years earlier deemed state imposed racially segregated schools unequal and unconstitutional. The effects of the Milliken decision neutralized school desegregation efforts in the United States, especially in the North. We, therefore, revisit the significance of Milliken over 40 years later.PurposeThe purpose of this study is to examine the context and contradictions in Milliken. In doing so, we review select federal school desegregation cases that informed the judicial and plaintiff's thinking in Milliken, and provide an in-depth description of the city of Detroit and Detroit Public Schools, prior to and during Milliken. We also analyze how the Milliken decision reinforced what we refer to as the “contours of privilege” as well as materialized property rights for white, suburban students and school districts at the expense of African American students in Detroit Public Schools.Research Design and MethodsA qualitative content analysis was employed for this study. Our analysis draws on a review of existing literature about Milliken beginning in 1970, policy documents, legal filings, and local newspaper articles on the case. We use critical race theory's whiteness as property to guide this analysis.ConclusionThe findings suggest that the Supreme Court protected white, suburban students’ educational rights and interests in Milliken. This was accomplished through the contours of privilege as reproduced in Milliken, which include acknowledging inequity but not disturbing racially inequitable systems, restricting black educational rights and perpetuating white privilege, and exercising the right to maintain dual educational systems. The study concludes with policy implications in light of Milliken.

Development of audience design in children with and without ASD.

We examined 2 hypotheses concerning the development of audience design by contrasting children with and without autistic spectrum disorder (ASD) in referential communication. The 2-stage hypothesis predicts that the ability to use contrastive size adjectives for ambiguity avoidance develops separately from and faster than the ability to avoid perspective-inappropriate descriptions for their addressee. The single-stage hypothesis assumes that both abilities reflect speakers' perspective-taking, and they should develop in tandem with each other. Experiment 1 found that 6- to 10-year-olds with and without ASD produced disambiguating size adjectives ("small door") equally often when the size-contrasting competitor (large door) was in the visual context shared with their addressee. When the competitor was hidden from their addressee, that is, it was part of children's privileged context, children with ASD produced more perspective-inappropriate size adjectives than those without ASD, providing support for the 2-stage model. Experiment 2 showed a similar pattern of results with 11- to 16-year-old adolescents. Compared with adults, 6- to 10-year-olds without ASD produced more perspective-inappropriate size adjectives in the privileged context, while producing fewer disambiguating size adjectives in the shared context, demonstrating more "egocentric" behaviors than adults. Importantly, whereas 11- to 16-year-olds without ASD produced disambiguating adjectives nearly as often as adults in the shared context, they produced perspective-inappropriate adjectives more than adults in the privileged context. This indicated that even in non-ASD, the ability to avoid perspective-inappropriate descriptions develops more slowly than the ability to avoid ambiguous descriptions, delaying the onset of adult-like audience design, consistent with the 2-stage hypothesis. (PsycINFO Database Record