Use Of Resistance Strategies Research Articles

Keepin’ It REAL—Mantente REAL in Mexico: Longitudinal Examination of Youth Drug Resistance Strategies and Substance Use Among Early Adolescents

PurposeThis study examined if culturally and linguistically adapted versions of a US-developed adolescent substance use prevention intervention, keepin’ it REAL (kiREAL), for Mexico increases the use of drug resistance strategies and if increased use of resistance strategies subsequently leads to a reduction in the frequency of substance use (i.e., alcohol, cigarette, marijuana, and inhalants). MethodsStudents (N = 5,522, 49% female, age range = 11–17) in 36 middle schools across three cities in Mexico were randomized into three conditions: (1) Mantente REAL (MREAL), the culturally adapted version, (2) kiREAL-S, the linguistically adapted version, and (3) Control. Using survey data collected at four time points, random intercept cross-lagged path analyses tested the direct and indirect effects of MREAL and kiREAL-S compared to Control. ResultsAt time 2, the number of drug resistance strategies used by students increased in both MREAL (β = 0.103, p = .001) and kiREAL-S (β = 0.064, p = .002) compared to Control. However, only MREAL lead to less frequent use of alcohol (β = −0.001, p = .038), cigarettes (β = −0.001, p = .019), marijuana (β = −0.002, p = .030), and inhalants (β = −0.001, p = .021) at time 4, mediated through increased use of drug resistance strategies. DiscussionThis study provides evidence that MREAL and kiREAL-S are successful in spurring use of the drug resistance strategies that are the core component of the intervention. Only MREAL achieved long-term effects on substance use behaviors, the ultimate objective of these interventions. These findings provide support for the value and importance of rigorous cultural adaptation of efficacious prevention programs as a necessary condition for enhancing prevention benefits for participating youth.

"I Felt Powerful and Confident": Women's Use of What They Learned in Feminist Sexual Assault Resistance Education.

Research on women’s response and resistance to sexual assault risk has informed the development of interventions to improve women’s ability to effectively resist sexual assault. However, little is known about how women anticipate, navigate, and respond to risk following participation in sexual assault risk reduction/resistance education programs. In this study, we examined the information and skills used by university women who had recently completed the effective Enhanced Assess, Acknowledge, Act (EAAA) sexual assault resistance program. We analyzed responses from 445 women using descriptive statistics and content and thematic analysis. Just under half (42%) of women used at least one EAAA strategy in the following 2 years. Most women reported that their efforts were successful in stopping an attack. Women’s responses included strategies both to preempt sexual assault threat (e.g., avoiding men who display danger cues, communicating assertively about wanted and unwanted sex) and to interrupt or avoid an imminent threat (e.g., yelling, hitting, and kicking). Women’s use of resistance strategies worked to subvert gendered social norms and socialization. The results suggest that counter to criticisms that risk reduction/resistance programs blame women or make them responsible for stopping men’s violence, women who took EAAA typically positioned themselves as agentic and empowered in their resistance.

Discourse of resistance in Fani-Kayode’s political posts on Facebook

This study examined the discourse of resistance in Fem Fani-Kayode’s (FFK) Facebook posts. FFK’s use of language of resistance has not attracted the attention of scholars, especially in Critical Discourse Analysis (CDA). The thrust of this work is to investigate and examine different resistance strategies in some of his political posts. Data for this work were collected from the Facebook page of Fani-Kayode. The posts were downloaded and saved on the laptop device for further analysis. The work adopts a purposive sampling method in data collection, which was preferred because it allows manual assessment of FFK posts to extract relevant data for this work. Five political posts were selected and downloaded from his Facebook page. The five posts were selected because they discussed critical political and security issues in the country. From the five posts, 12 extracts were culled because of their resourcefulness in the use of resistance strategies. This study adopted qualitative analysis using CDA because CDA helps to unravel inherent ideologies in the posts. The study identified and discussed different resistance strategies in the FFK posts on Facebook and their implications. The identified resistance strategies include: proposition, presupposition, negation, propaganda, and emotive lexis. The study submits that the strategies have political, social and academic implications for society. It concludes that social media users should filter information on the media before they react, to avoid the dissemination of wrong information and prevent conflict in the society.

Victimization and Resistance Strategies Among Female Offenders

Research reveals that most women resist violence against them. We know less, however, about the situational processes and context that shape the nature and outcome of attacks. In addition, limited research has examined the use of resistance strategies among female offenders. This article draws from a qualitative study of violence in the lives of female offenders to examine the situational context of assault outcomes and its relationship to their resistance strategies. Specifically, this study investigates how women's accounts of resistance to both physical and sexual assaults by an intimate partner, acquaintance, or stranger unfold across time. Results highlight the importance of examining the situational context of violence and resistance to further enrich our understanding of these phenomena.

Child Agency and Language Policy in Transnational Families

Study of family language policy unites research in child language acquisition and language policy to better understand how parents’ language decisions, practices and beliefs influence child outcomes (King, Fogle & Logan- Terry, 2008). Thus far, this work has focused on how family language policy shapes children’s language competencies, formal school success (e.g., Snow, 1990), and the future status of minority languages (e.g., Fishman, 1991), with less attention to children’s active roles in shaping parents’ ideologies and practices (cf. AUTHOR1, 2009; Luykx, 2003). Addressing this gap, this paper examines how child agency and language use patterns influ ence parental language behaviors. We draw from three studies of transnational families (Russian/English- speaking international adoptive families and Spanish- English bilingual homes), to describe four aspects of child-parent discourse: (a) children’s metalinguistic comments, (b) children’s use of resistance strategies, (c) parental responses to children’s growing linguistic competence, and (d) enactments of family- external ideologies of race and language.

Correlates and Consequences of Degree Purchasing among Canadian University Students

This article develops the construct of degree purchasing as an instrumental orientation towards education in which students value education primarily as a vehicle for labour market participation rather than as an avenue for learning. This study of 188 Canadian university students found that a substantial proportion of students tended to be more interested in acquiring a diploma than the learning that it represents. Female students were more instrumentally oriented than male students, and younger students devalued learning to a greater extent than older students. Finally, a degree purchasing orientation was associated with poor study habits, the use of resistance strategies in the classroom, low positive affect, and poor course performance. Implications for higher education and suggestions for future research are discussed.

Classroom justice: student aggression and resistance as reactions to perceived unfairness

The present study examined the relations between students' perceptions of distributive and procedural justice in college classes and student aggression and hostility toward their instructors and resistance of their instructors' requests. Although perceptions of both distributive and procedural justice were negatively correlated with student aggression and hostility, hierarchical multiple regression analyses indicated that only perceptions of procedural justice predicted these two criterion variables. The relationships between perceptions of justice and students' use of resistance strategies were less consistent. Hierarchical multiple regression analyses indicated that perceptions of procedural justice negatively predicted student revenge and deception. Contrary to predictions, perceptions of procedural and distributive justice did not interact to predict student aggression, hostility, or resistance. In short, students' perceptions of procedural justice in the classroom—for example that grades were distributed on the basis of fair evaluation criteria—appear more important than students' beliefs about the fairness of the assigned grade in determining student compliance and civility.