Social Normative Expectations Research Articles

Social Norms and Gender Disparities with a Focus on Female Labor Force Participation in South Asia

Abstract Despite decades of economic growth, gender disparities in South Asia remain remarkably high. Although not the only one, social norms are a crucial driver of various gender outcomes, including differential economic participation. Using repeated cross-sectional data from nationally representative surveys, this study explores long-term trends across gender outcomes and social norms (contrasting attitudes and social normative expectations towards gender roles) in South Asia. The results corroborate the evidence that there has been almost no progress in gender disparities in South Asia over the past half-century. There has been little progress in female labor force participation, age at first birth, agency, and intimate partner violence, while (basic) education is an important exception. The lack of progress is apparent among all layers of society, including women who live in urban areas, are educated, and have higher incomes. Gender attitudes also remain unchanged, while for some issues, they have become more conservative and have a negative relationship with gender outcomes. This negative relationship is even stronger when social normative expectations are considered. More data on social norms and a better understanding of their constraining role may be critical for achieving gender equality in the region.

The impact of school climate in social-normative expectations in low and high SES schools.

This study examined the associations among race/ethnicity, school climate, and social-normative expectations (expectations about peers' future achievement) in high and low socioeconomic status (SES) schools, with a particular focus on school climate as a process that might influence social-normative expectations. Results showed that more positive perceptions of school climate were significantly associated with higher levels of social-normative expectations in both low and high SES settings. Additionally, identifying as Black was negatively associated with social-normative expectations in both high and low SES schools. School climate significantly moderated the negative relationship between race and social-normative expectations in high SES schools; however, there was no moderation in low SES schools. In both high and low SES schools, school climate was a robust predictor of social-normative expectations, highlighting the importance of social-normative expectations as a metric of school climate improvement in both high and low SES schools. In conclusion, policies related to school culture and climate, school improvement, and turnaround should explicitly focus on the connection of racial and ethnic equity, specifically for Black and Latinx students, to reflect the range and reality of students' social-normative expectations.

The fanciest sort of intentionality: Active inference, mindshaping and linguistic content

ABSTRACT In this paper, I develop an account of linguistic content based on the active inference framework. While ecological and enactive theorists have rightly rejected the notion of content as a basis for cognitive processes, they must recognize the important role that it plays in the social regulation of linguistic interaction. According to an influential theory in philosophy of language, normative inferentialism, an utterance has the content that it has in virtue of its normative status, that is, in virtue of the set of commitments and entitlements that the speaker undertakes by producing this utterance. This normative status is determined by the normative attitudes shared by members of the utterer’s linguistic community. I propose here an account of such normative attitudes based on the ecological interpretation of the active inference framework. I explain how social normativity can be understood in that framework as the way in which members of a group shape their social niche to make it more predictable. Finally, I apply this account of social normativity to basic communicative practices, thereby explaining how social normative expectations can emerge to regulate these communicative practices, eventually leading to the institution of the sort of normative statuses constitutive of linguistic content.

THE VERB POUVOIR IN FRENCH DIRECTIVES

The article will analyse semantic and pragmatic characteristics of the verb pouvoir in French directive utterances, basing on the analysis of occurrences withdrawn from five different sub-corpora. This is to know how language skills are mobilized by French native speakers to satisfy the linguistic and social normative expectations in different situations. The study will use descriptive and statistical methods to clarify the grammatical and pragmatic characteristics of pouvoir as well as the trends of use in social situations in which speakers are involved.

Social-Normative Expectations Mediates School Climate’s Association With Academic Achievement in Latino Middle School Students

Many Latino students miss opportunities to develop their full potential in U.S. schools. Increasing attention is being paid to the malleable, nonacademic, factors that can affect student learning. The current study sought to evaluate the impact of school climate on Language Arts grade for Latino students in a large, low-income, urban middle school. In addition, the novel construct of Social-Normative Expectations, student perceptions of school-wide norms about achievement expectations for their peers, was explored in relation to school climate and academic achievement. The study sample reflected 513 Latino students, Grades 7 and 8. A mediation model found that approximately 30% of the variance in final Language Arts grades was accounted for by the predictors, including control variables ( R2= .299). A distinctive mediation effect was also found, whereby the impact of school climate was associated with an approximately .6 points lower final grade mediated through the indirect pathway of Social-Normative Expectations ( b = −0.064, SE = 0.019, 95% confidence interval [CI] = [−0.104, −0.028]). Implications of these findings are discussed.