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Income inequality is growing in many parts of the world and, for the poorest children in a society, is associated with multiple, negative, developmental outcomes. This review of the research literature considers how childrens' and adolescents' understanding of economic inequality changes with age. It highlights shifts in conceptual understanding (from 'having and not having', to social structural and moral explanations), moral reasoning and the impact of the agents of socialization from parents to the media and cultural norms and discourses. It also examines how social processes affect judgements and the importance of an emerging sense of self in relation to questions of economic inequality. Finally, the review covers methodological considerations and suggests pathways for future research., (© 2023 The Authors. British Journal of Developmental Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society.)

Schools are key contexts for the development of adolescents' critical consciousness. We explored how three dimensions of the classroom cultural diversity climate (critical consciousness, color-evasion, and multiculturalism) related to adolescents' critical reflection (i.e., perceived societal Islamophobia) and intended critical action (i.e., political activism). Our sample included adolescents experiencing high (second generation, Muslim, N = 237) versus low (non-immigrant descent, non-Muslim, N = 478) stigmatization in Germany. Multilevel analyses revealed that for both groups a critical consciousness climate, but not a color-evasive or a multicultural climate, was positively associated with perceived societal Islamophobia and intended critical action. Thus, to promote adolescents' critical consciousness, schools should go beyond emphasizing a common humanity and celebrating cultural diversity and include explicit discussions of social inequity., (© 2022 The Authors. Journal of Research on Adolescence published by Wiley Periodicals LLC on behalf of Society for Research on Adolescence.)

The current study explored parental racial socialization and racial regard as moderators of the effects of cultural racism on depression symptoms among Black adolescents (N = 604, M age  = 15.44). When adolescents reported lower private regard and lower cultural pride messages or higher public regard and lower alertness to discrimination messages, the negative effects of cultural racism on depression symptoms were exacerbated. When adolescents reported higher private regard and more cultural pride messages, the negative effects of cultural racism on depression symptoms were attenuated. Findings suggest that racial messages transmitted to Black adolescents combined with their own racial attitudes can alter the effect of cultural racism on depression symptoms., (© 2021 Society for Research on Adolescence.)

A gender difference in motor activity level (AL) is well established for children, but questions about the existence and nature of an infant sex difference remain. To assess these questions, we applied meta-analytic procedures to summarize 46 infancy studies comprising 78 male–female motor activity comparisons. Our results showed that, as with children, male infants were more active than females. Objective measures of infant AL estimated the size of this difference to be 0.2 standard deviations, though subjective parent-report measures estimated the difference to be smaller. We argue that this early sex difference in activity level is biologically based. However, socialization processes, such as gender-differentiated expectations and experiences, in conjunction with further sex-differentiated biological developments, amplify this early difference to produce the larger gender differences in activity found during childhood. Copyright © 1999 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

In this paper, I discuss the gendered‐racialised interactional and contextual dynamics hindering the socialisation of ethnic minoritised women (EMW) within Belgian higher education. Based on in‐depth interviews, I develop the concept of 'socialisation climates' to explain the key aspects that determine EMW's socialisation process. Three socialisation climates are identified: integration, negotiation and interrogation. Findings show that insiders play a crucial role in hindering or facilitating EMW's socialisation. Developmental relationships are gendered‐racialised relations in which EMW's identity impacts supervisor and peer support. The departmental context in terms of hierarchy, an Equality, Diversity, and Inclusion culture, and team composition is relevant to their socialisation process. EMW are able to socialise rapidly only in a context that is (radically) inclusive which is still rare in academia. This paper informs higher education institutions to be aware of the gendered‐racialised climate and interactions that influence EMW's socialisation and increase the risk of pushing them out. [ABSTRACT FROM AUTHOR]

Background: This research paper presents a cross‐sectional study that examinefs the preferences of students for hybrid teaching and learning scenarios. Unlike previous studies that merely describe hybrid scenarios, this research prioritizes them, offering evidence‐based findings for informed policy decisions. Methods: The data collection method involved eight choice‐based tasks using the conjoint analysis technique conducted with 'Sawtooth' software. The study surveyed students at a mid‐sized university across four departments in Central Switzerland. The sample analysed in this article comprised 319 respondents from the Lucerne School of Business. Results and Conclusions: Our survey found that students' own location during a teaching session played a significant role in determining participation preferences, followed by that of the lecturer. Factors that influenced students' preferences whether to attend onsite or online include workload, didactical format, perceived level of difficulty, student residence, and semester. Forms of hybrid collaboration and student–student interaction did not significantly influence student preferences. Takeaways: The value of this study lies in its evidence‐based findings for specific hybrid scenarios, which can provide useful insights for policymakers in degree programs and faculty in hybrid classrooms. This study is one of only a few to use conjoint analysis with such a high respondent rate to determine student preferences for hybrid attendance. Lay Description: What is currently known about this topic?: Student demand for hybrid teaching scenarios remains high, while many faculty find the scenario technically challenging.Opinions as to the precise features of 'hybrid' vary widely.No clear understanding of the conditions under which students will decide to attend any given class.Demand for additional exchange among online students is recommended in the literature, but often not implemented. What does this paper add?: The study uses conjoint analysis to simulate how students make attendance decisions.The study shows empirically which factors are most important to determine students' attendance.Two‐thirds of the students surveyed prefer an online option.Group composition and informal exchange do not significantly impact students' attendance preferences. Implications for practice/or policy: Students appreciate the flexibility of online learning but expect lecturers to be onsite.Difficult subjects are more likely to be attended onsite.Student residence, workload, degree program, and semester impact students' attendance preferences.No additional infrastructure is needed to encourage exchange among students. [ABSTRACT FROM AUTHOR]

Inspired by new feminist materialism, this paper seeks to reimagine existing knowledge of girls, sexuality and playgrounds by considering how the socio‐material reality may unlock girls' capacities for what is possible through play. Focusing on semi‐structured interviews of girls (aged 12–13), the paper draws attention to the playground as an 'assemblage' of human and non‐human matter that connect to illuminate other ways of being, feeling and doing. We argue that the assemblage not only creates spaces for girls to disrupt hetero‐patriarchal ideologies but simultaneously serves to reinforce them. Interventions require attention to the oppressive materialities that underpin play. [ABSTRACT FROM AUTHOR]

In his critique of Luhmann's sociology, Habermas (1987) argued that individuation and socialization are possible on the basis of linguistic structures. This critique touches the blind spot of sociological systems theory as a meta-biology. Whereas the paradigm shift from action theory towards communication theory was fully reflected in Luhmann's sociology, the difference between the self-organization of social systems and the autopoiesis of biological systems remained underspecified. Social systems allow for communication about observations from within the system and/or from another perspective. Observers are able to participate both in the variation and in the selection; Giddens (1976) introduced in this context the metaphor of a ‘double hermeneutics’. Through language the distinction between uncertainty and meaningful information is communicated reflexively, and the consequent codification may be changed without becoming confused. The implied communicative competences can be specified from the perspective of communication theory. Copyright © 2000 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

Scholars can rarely make causal claims about migration probabilities and outcomes. Leveraging a natural experiment based on the randomness of offspring sex, this paper uses the German SOEP Migration Sample to examine the effect of having a first‐born son or daughter on parents' likelihood to migrate and integrate. It shows that (non‐Christian) parents of sons are more likely to migrate to Germany, but parents of daughters fare better after migration in terms of language acquisition, feeling at home and overall satisfied with their lives. The first finding is explained through gendered differences in parental investment, risk aversion, and household decision‐making. The second finding is explained through girls' greater ability to act as brokers between their parents and the host society. For migration scholarship, the study provides a rare causal argument about family migration. For research on offspring sex effects, it provides further evidence of a socialization from child to parent, expands the possibility of offspring sex effects from parental attitudes to behaviors, and cautions against assuming that offspring sex is random in all populations. [ABSTRACT FROM AUTHOR]

This paper develops a concept of relational linguistic continuity as a new basis to defend the right to linguistic survival. Relational linguistic continuity refers to a condition whereby individuals may continuously form human relations and have social interactions with others with whom they share the language of origin or of socialisation. The paper proceeds as follows. Section 2 critically engages with two distinct arguments that tackle the issue of linguistic survival: one based on equality of autonomy and another based on equality of dignity. Then, I point out that both arguments are insufficient for a full‐fledged defence of linguistic survival. Section 3 develops a concept of relational linguistic continuity. I first introduce the seminal idea of linguistic security proposed by Leslie Green and Denise Réaume, which will be critically revised in order to develop my concept of relational linguistic continuity. I conclude with Section 4 by defending the right to linguistic survival and addressing potential criticisms. I argue that my concept of relational linguistic continuity successfully provides a basis to defend the right to linguistic survival. [ABSTRACT FROM AUTHOR]

Communitarianism has been the dominant disposition of many African scholars towards ubuntu. The nature of the concept somewhat limits how one can theorise about ubuntu. However, I argue that there is still a lot more that can be harnessed from the ubuntu concept, especially as it pertains to the ontology of radical escape. I use radical escape as an ontological character of every human being whereby to exist is to escape. In this paper, I argue that ubuntu does not provide the possibility for radical escape. The nature of escape that ubuntu provides is limited to the confines of its communitarian outlook. In this paper, I bring on board the works of Mogobe Ramose, Thaddeus Metz, Kwame Gyekye, Emmanuel Levinas, and Thomas Lear, among others, to substantiate my position. I hope to demonstrate the need to accommodate the concept of radical escape in theorising about ubuntu. [ABSTRACT FROM AUTHOR]

Background: Written communication has become an increasingly important part of everyday life in social, educational and professional spheres. The substantial increase in writing via the internet and mobile technologies provides both an opportunity for social engagement and distinct challenges for people with aphasia. Within the current literature there has been limited research into the lived experiences of people with aphasia of their writing difficulties and how these affect their ability to communicate. Aims: This qualitative study aimed to explore the experiences of people with aphasia of living with language‐related writing difficulties and the impact of these on their lives. Methods & Procedures: Eight people with post‐stroke aphasia and writing difficulties took part in semi‐structured interviews. The interviews were analysed using inductive reflexive thematic analysis. Outcomes & Results: Two themes were found in the data. The first theme was a gradual and effortful improvement to writing: Participants described how writing had improved since their stroke due to strategies and support, but they still found writing to be difficult and frustrating and described many barriers to writing. The second theme was the importance of writing for fulfilling adult social roles: Participants found writing to be important for communicating with family, friends and organizations, but their participation in society and self‐esteem and confidence were impacted by writing difficulties; reduced social roles meant reduced need for writing, but participants were still motivated to work towards writing goals. Conclusions & Implications: The findings demonstrate the emerging importance of writing skills for people with aphasia with respect to communication, well‐being, participation and inclusion in society, and carrying out social roles. They provide an insight into the process of improvement, including the difficulties, facilitators and barriers. Implications for speech and language therapy assessment and management are discussed. WHAT THIS PAPER ADDS: What is already known on the subject: People with aphasia have difficulties with writing that can affect their ability to communicate. A small body of qualitative research has provided insights into individuals' experiences of literacy difficulties. More research is needed to understand the writing experiences of people with aphasia to help design appropriate assessments and interventions. What this paper adds to existing knowledge: Participants experienced gradual and effortful improvement since their stroke. They felt negative about aspects of their writing, including speed, accuracy and range of vocabulary. Writing was facilitated through assistive technologies, spelling practice and support from others; barriers included technology, lack of time, stroke‐related symptoms and others' lack of awareness about aphasia. Participants considered writing skills to be important, particularly for communication, carrying out adult social roles and participating in society, and were therefore still working towards goals related to everyday writing activities. What are the potential or actual clinical implications of this work?: This study suggests that speech and language therapy assessment should include interviewing participants about their activities, strengths, difficulties, facilitators and barriers in writing, and informal assessment of a range of functional writing tasks. Intervention should be tailored to the individual's needs. This should include meaningful activities that relate to functional everyday writing and, where appropriate, self‐management, compensatory technologies and group approaches, while making use of existing strategies identified by the individual. [ABSTRACT FROM AUTHOR]

School bullying is a matter of global concern. Paradoxically, it becomes complicated, when the expansion of a longer period of universal free education shows the commitment to safeguard children's right to education. This paper interrogates the ways in which school, as a significant site of socialisation, can safeguard children's rights, and function as a safe haven, free from bullying. Stemming from a children's rights perspective, this paper employs the Cypriot educational context as an illustrative case to demonstrate in what ways the problem of school bullying can be re‐conceptualised in the lens of human rights, and to address the challenges that emerge. [ABSTRACT FROM AUTHOR]

This paper focuses on individual responses to education in crisis, with the strategies of students contextualised and examined within a wider multi‐crisis reality. Offering a conceptual framework of social solvation, the proposed model explains how failures in the education system at the macro (state) and meso (institutional) levels translate into young people's behaviours at the individual (micro) level. Based on the analysis of 26 in‐depth interviews with young students, we identify and discuss three main micro‐rational strategies that the interviewees relied upon to navigate their learning during the pandemic: (1) casualisation (2) customisation and (3) contempt towards the broader system. We argue that the already weak Polish education system was further impaired by the COVID‐19 crisis. In response to growing social and educational risks, young people forge and employ highly individualised strategies. As micro‐rational social actions essentially bypass the unwieldy education system in a variety of ways, they have vital implications for educational futures. [ABSTRACT FROM AUTHOR]

This paper is concerned with the relationship between financial socialization and financial understanding among young children. Measures of financial understanding, appropriate for 4–6 year olds, are developed. Regression analysis is used to relate these measures statistically to a set of financial socialization variables and control variables related to the child, their parents, and their household. Data collected in the nationally representative child and parent 2016 UK Children and Young People's Financial Capability Survey are used. A key empirical finding is that financial understanding is about 10% higher for children whose parents regularly discuss with their children how they spend their money. The analysis suggests that around 20% of parents do not discuss financial matters with their children. It is likely that variation in early‐life financial socialization is important in explaining variation in later‐life financial understanding. Further research is needed to establish if this relationship is causal. [ABSTRACT FROM AUTHOR]

The authors of this paper explore Gert Biesta's theorization of three domains of purpose of education: socialization, qualification, and subjectification. The aim is to study the interrelations of the domains and to develop further the theoretical discussion concerning schools' purpose for both individuals and society. Outlining the relationships of the domains of purpose allows one to see how the societal purpose of education is realized in the education of individual students. The domain of socialization sets the stage for the domains of qualification and subjectification, making the balance of the latter two crucial for disadvantaged students as well as schools' societal purpose of both maintaining and reforming soci(et)al structures. Two key ideas are raised: First, in order to better understand the current dynamics of the three domains, the authors suggest separating the logic and content of "qualification." Second, the authors discuss why it is equally useful to separate the everyday and societal dimension of purpose. The central question is this: Can individual educators find a balance between the three domains if the surrounding society overvalues the logic of qualification? [ABSTRACT FROM AUTHOR]

The authors of this paper explore Gert Biesta's theorization of three domains of purpose of education: socialization, qualification, and subjectification. The aim is to study the interrelations of the domains and to develop further the theoretical discussion concerning schools' purpose for both individuals and society. Outlining the relationships of the domains of purpose allows one to see how the societal purpose of education is realized in the education of individual students. The domain of socialization sets the stage for the domains of qualification and subjectification, making the balance of the latter two crucial for disadvantaged students as well as schools' societal purpose of both maintaining and reforming soci(et)al structures. Two key ideas are raised: First, in order to better understand the current dynamics of the three domains, the authors suggest separating the logic and content of "qualification." Second, the authors discuss why it is equally useful to separate the everyday and societal dimension of purpose. The central question is this: Can individual educators find a balance between the three domains if the surrounding society overvalues the logic of qualification? [ABSTRACT FROM AUTHOR]

The article presents information on the annual meeting of the society of scientific study of religion at Vista International Hotel Pittsburgh, Pennsylvania. This year's theme of religious marginality encourages participants to go beyond core beliefs and practices of members of mainline churches to the expressions of interest or disinterest in religion that are less common religious experience, mixed intermarriage, unclear interpreting "don't know" responses to questions on belief, nonestablishment (religion among street people), or rejections of religion atheism and apostasy. List of topics related to this year's theme would include, denominational switching and conversion, sources of membership change in the mainline churches, apostates and returnees, new nones (apostates) vs. stable nones with no prior ties, inter-religious marriage and religion of children, divorce, religious socialization of children, religiosity and the life cycle, Inter-racial marriage and religion and the Black Church.

Woman‐centred care is a philosophy authentic to the midwifery profession, scaffolding and preceding the capacity and utility of woman‐centred care in daily practice. Through providing guidance on the philosophical capacities—the virtues—the practical capacity and utility of woman‐centred care becomes more clear and more tangible. This paper discusses the virtues of woman‐centred care in midwifery practice. Eighteen virtues, described by Comte‐Sponville, serve as a philosophical lens to explore and understand how each specific virtue integrates into the woman‐centred care concept or vice versa, herewith becoming woman‐centred care virtuous acts. The virtues are politeness, fidelity, prudence, temperance, courage, justice, generosity, compassion, mercy, gratitude, humility, simplicity, tolerance, purity, gentleness, good faith, humour and love. Exploring these virtues provides a manageable view of the complexity of woman‐centred care. In this paper, first each virtue is discussed in relation to the body of knowledge of woman‐centred care in midwifery. Thereafter, a sketch of pragmatism is provided through translating the virtues into practical recommendations for the professional socialization and transformation of becoming, being and doing woman‐centred care. [ABSTRACT FROM AUTHOR]

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Despite the prevalence of work teams in organizations, how newcomers become integrated into teams remains an understudied area. Drawing on research related to indirect social resources, in this paper we employ a social network perspective to examine how close teammates' friendship centrality can facilitate newcomers' adjustment by fostering the newcomers' own social capital in teams and promoting their subsequent task performance. Furthermore, our model incorporates institutionalized socialization tactics and political skill as two contingencies that can further strengthen the positive effects of indirect social resources on newcomers' adjustment. In a time‐lagged study using multiple sources of data, we found good support for our hypotheses. Specifically, close teammates' friendship centrality was positively related to newcomers' task performance through the mediating effect of newcomers' own friendship centrality in teams. The two moderators further strengthened this indirect effect. Overall, this study highlights the importance of "making the right friends" to facilitate newcomer adjustment into teams. [ABSTRACT FROM AUTHOR]

Drawing on papers from three different areas — evolutionary psychology, developmental psychology, sociolinguistics analysis — this commentary states that there is by now an empirically grounded and theoretically reflected memory research that has begun to break with the traditional individual‐centric orientation of the memory sciences. This break, it is argued, is the consequence of a new interest in the dialectics between memory and language, between social (or collective or collaborative) remembering and narrative. On this view, memory is taken less as a substance and more as a set of practices, of intersubjective and interpretive acts of a remembering subject. Brockmeier reflects on the positive consequences (e.g., socio‐cultural socialization of children) of examining conversational remembering as a process or practice that is context‐dependent and functionally oriented, relying on the interplay of narrative, cognitive and cultural resources co‐evolving over multiple time‐scales rather than just a substance or product located in people's brains. [ABSTRACT FROM AUTHOR]

This article introduces the article published in the November 1, 1993 issue of the journal, Social Development. The papers presented in the journal are all concerned with the contribution that peer interaction can make to knowledge acquisition in children. The recent developments in educational practice have drawn attention to the value of peer interaction for individual learning. While the potential contribution of peer interaction is no longer in doubt, questions remain as to how this can best be drawn out, for peer interaction does not invariably fulfil its promise. Sometimes children are no better off after interaction than they were before. Sometimes, they make progress, but their progress is no better than children working with adults or even working alone. For all these reasons, research is needed which clarifies the optimal conditions for peer interaction. The article have focused on the features of interaction that are crucial to change like interaction and individual learning, while others have addressed the contextual constraints on learning which is most likely to change.

Organizational researchers and practitioners have shown increasing interest in how newcomer proactivity contributes to socialization. This meta‐analysis synthesizes the existing empirical research that examines the relationships between frequently performed newcomer proactive behaviours (sensemaking, relationship building, positive framing and job change negotiation) and proximal and distal socialization outcomes. Proximal outcomes include role clarity, task mastery and social integration; distal outcomes include job performance, job satisfaction, organizational commitment and turnover intention. Based on 45 independent samples (N = 11,508), proactive behaviours were found to be generally beneficial for newcomer socialization. Relative weight analyses identified positive framing as the strongest predictor of five of the seven reviewed outcomes while relationship building accounted for the greatest part of the variance in social integration. Job change negotiation was the weakest predictor of socialization outcomes. The study also explored the impact of boundary conditions, including culture, study design and sample type, on the magnitude of these effects. The paper concludes by discussing the theoretical and practical implications of these findings, along with the study's limitations and suggestions for future research. [ABSTRACT FROM AUTHOR]

The paper builds on ethnographic, qualitative research that explores the 'No Kids in the Middle' program for high‐conflict divorce families, as practiced in the Agder region of South Norway. Parent education programs targeting parents in divorce are generally found to be 'effective' in the sense that parents learn about the pitfalls of conflict and become socialised into less negative patterns of co‐parenting. However, a narrow understanding of the potential of such programs as vehicles for the transfer of knowledge fails to attend to the relational sides of both education and therapy, and the existential sides of parenthood. Drawing on Gert Biesta's articulation of education as a process working along three dimensions of purpose, the paper approaches the 'No Kids in the Middle' program as an educational practice. It aims to explore whether the educational ambitions of the 'No Kids in the Middle' program should be understood primarily in the general terms of qualification (i.e., parents acquiring knowledge and skills) and socialisation (i.e., parents gaining a specific orientation toward a set of norms and values), or if there were practices or elements that seemed directed at subjectification or bringing the 'I' of each parent into play. Analysing field notes from participant observation in a 'No Kids in the Middle' multi‐family group and interviews with parents, therapists, judges, and child welfare caseworkers, the paper concludes that programs like 'No Kids in the Middle' provide a broad spectrum of educational opportunities. While some of these might be intended to instruct along pre‐defined normative paths toward understanding and behaviour, such practices can also be seen as addressing parents in a different, more existential, way. In the particular local practice studied, the dimension of subjectification was perhaps most clearly in play in the informal settings surrounding the program itself. [ABSTRACT FROM AUTHOR]

The strategy of the United Nations Decade on Ecosystem Restoration identifies three pathways for action for overcoming six global barriers thought to hamper upscaling. We evaluated 6,023 peer‐reviewed and gray literature papers published over the last two decades to map the information landscape underlying the barriers and associated pathways for action across world regions, terrestrial ecosystem types, restorative interventions and their outcomes. Overall, the literature addressed more the financial and legislative barriers than the technical and research‐related ones, supporting the view that social, economic and political factors hamper scaling up ecosystem restoration. Latin America, Africa, and North America were the most prominent regions in the literature, yet differed in the number of publications addressing each barrier. An overwhelming number of publications focused on forests (78%), while grasslands (6%), drylands (3%), and mangroves (2%) received less attention. Across the three pathways for action, the action lines on (1) promoting long‐term ecosystem restoration actions and monitoring and (2) education on restoration were the most underrepresented in the literature. In general, restorative interventions assessed rendered positive outcomes except those of a political, legislative or financial nature which reported negative or inconclusive outcomes. Our indicative assessment reveals critical information gaps on barriers, pathways, and types of restorative interventions across world regions, particularly related to specific social issues such as education for ecosystem restoration. Finally, we call for refining "strength of evidence" assessment frameworks that can systematically appraise, synthesize and integrate information on traditional and practitioner knowledge as two essential components for improving decision‐making in ecosystem restoration. [ABSTRACT FROM AUTHOR]

Recent decades have been marked by the rise of populism, the emergence of New Labour and decline of social democratic parties. The dominant explanation for these trends is a shift in cultural attitudes but leaves open where such a sudden shift comes from. Advancing recent cross‐sectional work on the political economy of housing, this paper suggests that slow‐moving underlying processes as materialized in the expansion of homeownership can help explain the observable cultural shift and recent macrotrends. Taking a longitudinal micro‐perspective of individuals' housing and political trajectories in Germany, Switzerland and the United Kingdom since the 1980s, we find that the transition into homeownership has made voting for social democrats and populists more likely. The influence never comes as a shock but extends over decade‐long anticipation and socialization intervals. Rather than strengthening traditional conservative parties, expanding homeownership, we argue, has contributed to the gradual embourgeoisement of the left. [ABSTRACT FROM AUTHOR]

This paper purposes to analyze how female directors' human capital can influence the development of sustainability performance. Specifically, we classified the human capital of female directors into three categories including highly educated members, community influentials, and business experts to determine which particular types of these categories can foster sustainability performance. The estimation is based on a sample of 93 nonfinancial firms listed on the national stock exchanges of Bahrain, Egypt, Kuwait, Morocco, Oman, Saudi Arabia, Turkey, and UAE over the period from 2014 to 2018. The findings clearly unveil that not all female directors are equally influential to sustainability performance by considering their human capital profiles that significantly determine their decisions. Further, we found that female directors with advanced education and social engagement background are positively associated with sustainability performance. Our study has important implications for companies and policymakers. Companies should pay attention to experiences, educational levels, and backgrounds of female directors based on the assumption that human capital profiles of female directors may influence the board effectiveness. Policymakers should also play an active role in promotion gender diversity on regional boards by introducing initiatives that provide more support for qualified women's representation on boards to ameliorate corporate sustainability performance. This empirical study extends the literature on the impact of female director categories on sustainability performance by going beyond the taxonomy of female directors (i.e., independent/nonindependent female directors). We offer clear evidence that not all types of female directors have an impact on sustainability performance by considering their human capital profiles which significantly determine their cognitive abilities. [ABSTRACT FROM AUTHOR]

Rehabilitation policies are becoming increasingly popular in eldercare as a means to ensure dignity and reduce costs. This paper examines the implications of rehabilitation within Danish homecare work, a type of work that is often stigmatized due to its associations with low-status 'dirty' body work in old people's homes. The paper combines two research traditions: studies of dirty work and studies of body work. It draws on observations and focus groups in Denmark to explore how the introduction of rehabilitation changes the work of care workers, and how such changes are associated with a potential reshaping of stigma. In contrast to previous research, this paper shows that although rehabilitation was partly introduced to reduce stigma of this type of work, the practice of rehabilitation paradoxically reinforces the stigma that it attempts to manage. Thus, the analysis helps to improve our understanding of the ambiguous and varying ways rehabilitative eldercare reshapes and reinforces stigma and gender stereotypes among women who do 'dirty' body work. [ABSTRACT FROM AUTHOR]

With over 400 harmful immigration policy changes in the past 4 years, Latinx adolescents and families nationwide are developing within a context of extreme anti‐immigrant sentiment (Dismantling and reconstructing the U.S. immigration system: A catalog of changes under the Trump presidency, Migration Policy Institute, 2020). This paper introduces the Multitiered Model of Oppression and Discrimination (MMOD), a conceptual model for understanding the impacts of multiple levels of discrimination on the well‐being and development of Latinx immigrant adolescents. Interpersonal discrimination (Hispanic Journal of Behavioral Sciences, 2010, 32, 259), community‐held stereotypes (Social Psychology of Education, 2001, 5, 201), institutional policies (Children and Youth Services Review, 2018, 87, 192), and structural practices (Journal of Criminal Justice, 2020, 66, 1) can negatively impact well‐being and development among these adolescents. Culturally sustaining interventions, civic engagement and mobilization, and policies targeting inequitable policies and practices will provide healing and an avenue for liberation. [ABSTRACT FROM AUTHOR]

Background: Children with developmental language disorder (DLD) are at higher risk of poorer mental health compared with children without DLD. There are, however, considerable individual differences that need to be interpreted, including the identification of protective factors. Aims: Pathways from the early language and communication environment (ELCE, 1–2 years) to internalizing (peer and emotional problems) and externalizing (conduct problems and hyperactivity) problems in middle childhood (11 years) were mapped using structural equation modelling. Specifically, the role of indirect pathways via social skills (friendships, play and prosociality) in childhood (7–9 years) was investigated. Methods & Procedures: Secondary analysis of existing data from the Avon Longitudinal Study of Parents and Children (ALSPAC) was undertaken. The study sample consisted of 6531 children (394 with DLD). Outcomes & Results: The pathways from the ELCE to internalizing and externalizing problems were similar for children with and without DLD. For both groups, a positive ELCE was associated with more competent social play and higher levels of prosociality in childhood, which in turn were associated with fewer externalizing problems in middle childhood. Furthermore, better friendships and higher levels of prosociality in childhood were both associated with fewer internalizing problems in middle childhood. Conclusions & Implications: A child's ELCE is potentially important not only for the development of language but also for social development. Furthermore, in the absence of adequate language ability, play and prosocial behaviours may allow children with DLD to deploy, practise and learn key social skills, thus protecting against externalizing problems. We suggest that consideration be given to play‐ and prosociality‐based educational and therapeutic services for children with DLD. What this paper addsWhat is already known on this subjectOn the whole, children with DLD tend to have poorer mental health compared with their unaffected peers. There are, however, considerable differences and poor outcomes are not inevitable.What this study adds to the existing knowledgeWe demonstrate that children's ECLE is important for the development of social play behaviours and prosociality. Whilst children with DLD tend to have less competent social play and lower levels of prosociality compared with their unaffected peers, those with more competent social play and higher levels of prosociality are likely to have fewer externalizing problems later in childhood. We speculate that in the absence of adequate structural language ability, play and prosocial behaviours allow children with DLD to deploy, practise and learn key relationship skills, alongside behavioural and emotional regulation skills, thus protecting against externalizing problems. What are the potential or actual clinical implications of this work?Understanding the relationships among play, prosociality and externalizing problems may pave the way for play‐ and prosociality‐based interventions in children with DLD. This may be particularly appealing for practitioners as such interventions capitalize on one of the most intuitive means of learning in childhood: play with friends. The likelihood of acceptability and engagement with such interventions may be higher in children than for traditional adult‐led, paper‐and‐pencil activities. [ABSTRACT FROM AUTHOR]

The Power of Ethnotheories in Changing Societies: Commentary on Cross-Cultural Research on Parents: Applications to the Care and Education of Children The research reported in the papers of this issue reveals the power of parental ethnotheories in regulating basic biological processes, genetic predispositions and, in general, in orchestrating child development to optimally fit the local circumstances, including institutional settings such as preschools and schools. Urban grandmothers expect independent and responsible behavior at a later age than rural grandmothers, and their socialization practices differ, for instance with regard to talking with children instead of instructing them. Preschools present, more than in the European countries, a human capital agenda, promoting academic development and teacher-directed learning. [Extracted from the article]

This article sets out an emerging discourse on defining and repairing the generational spiritual consequences of racism, victimization, marginalization, and isolation experienced by women of African descent, identified in this paper as "soul trauma." Drawing on the work of W.E.B. Dubois, Joy DeGruy, Iva Carruthers, and others, it establishes the deep and deadly effect of internalized white supremacy and cultural hegemony on the identity and socialization of Black women, an effect that requires substantial work and repair beyond what established human service delivery practices can provide to the essential core of one's being, the soul. This article posits the concept and practice of Sankofa as a form of holistic medicine in the repair of Black souls, specific to the use of Kindezi, a Kikongo education system. [ABSTRACT FROM AUTHOR]

In this paper, we examine the relationship between board gender diversity and environmental, social, and governance (ESG) decoupling and the moderating effect that religiosity has on this relationship. We utilise an international sample of 26,176 firm‐year observations that cover the period from 2005 to 2019. Consistent with the upper echelon theory and the gender socialisation theory, we provide evidence that firms with a more gender‐diversified board of directors tend to engage less in ESG decoupling, and this relationship is more pronounced among firms domiciled in countries with a low level of religiosity. We also find that the effect of religiosity on the relationship between board gender diversity and ESG decoupling is more pronounced for firms that engage in greenwashing and those operating in controversial industry sectors. Our study contributes to the growing debate on ESG decoupling, offering policy insights to regulators and policymakers into the role of board gender diversity and religiosity in reducing unethical managerial behaviour. [ABSTRACT FROM AUTHOR]

Scholars have spent the last four decades expanding the theoretical understanding of parental racial socialization—or parent–child communication about race. What is largely absent from existing conceptualizations, however, is a consideration for how the practice manifests in Multiracial families. The interracial structure of Multiracial families complicates racial socialization in ways that are not being captured in empirical research due to the overreliance on universal frameworks. It is imperative that we close this theoretical gap as the proportion of Multiracial families in the United States is expanding at record rates. Accordingly, we present the Multiracial‐Black Socialization Model (MRB‐SM) in this paper. The MRB‐SM is designed explicitly for Multiracial‐Black families, one of the fastest‐growing sub‐groups of Multiracial families. The model builds upon the strengths of universal socialization theories by outlining the content, process, and context components of racial socialization in Multiracial‐Black families. The implications for research are discussed. [ABSTRACT FROM AUTHOR]

Geographical space is more than a Cartesian plane where actors move across coordinates. It has a moral weight that renders each move subject to moral discourse. Yet, rarely does this premise prevent people from exploring spaces that are associated with anything wrong or bad. In fact, we continue to find people in places where they should not be, and doing things that are not just communally shunned but also personally acknowledged to be wrong or bad. Why is that the case? This paper draws on my ethnography on Turkish men who live in Strasbourg and socialize in its German neighbor, Kehl, to examine the role of space in the production of moral and masculine dispositions and practices. Approaching the Strasbourg‐Kehl border as a moral boundary, I examine how crossing the border to Kehl constitutes an integral part of the journey that my interlocutors take in constructing their moral and masculine selves. In this journey, spatial transgressions are not diverted but embraced, and confronted. These transgressions also produce anxieties—mistakes which in moments of self‐reflection lead to regrets. In such moments, two logics come into play: consequentialism and blame. The first builds on Islamic notions of fallibility and nefs, while the latter brings Kehl into the picture as a moral alibi—a space that takes blame for sins. The latter also helps others in the community who fail to prevent men from going to Kehl and transgressing moral boundaries to transpose culpability. In conclusion, I emphasize the need to consider the making and maintenance of masculinities and moralities in conjunction with the lived environments where such identities are formed and performed. [ABSTRACT FROM AUTHOR]

This paper studies the causal effect of education on intergenerational transfers from/to adult children. Using micro‐data from the China Health and Retirement Longitudinal Study, we use exogenous variations in parents' schooling induced by China's Great Famine to take account of the endogeneity of education and then estimate the effect of schooling on the probability of receiving/giving transfers from/to adult children. The instrumental variable estimates show that an additional year of schooling has a negative effect on the probability of receiving transfers but a positive effect on the probability of giving transfers at old age. Our results have some implications regarding social security and education policies in aging societies. [ABSTRACT FROM AUTHOR]

The article introduces the topics covered by the Spring 1970, volume 26, number 2 issue of "The Journal of Social Issues". The purpose of the issue is to gain fresh insight into the current state of some aspects of social science, rather than simply to further an understanding of the poor. Social science and psychology have, in some respects, been relevant to an understanding of the poor. Work with poor populations in both laboratory and field has brought new perspectives to the social sciences. It has exposed some of the weaknesses, inconsistencies, and lacunae in both theory and practice. The recurrent themes of the papers in this issue offer some generic lessons about the study of any multi-faceted and value-laden social problem. Each paper in the issue presents the modifications in research strategies and the new theoretical formulations which have evolved from work with poor populations. The papers cover both theoretical content, e.g., in social learning and in sociolinguistics, and questions which are basic to the logic of all scientific inquiry, e.g., generalizations beyond a specific context and the conditions under which causal inferences are feasible.

Joint rhythmic activities are known to be able to enhance prosociality in both adults and children. A large body of research shows that rhythmic coordination could promote bonding and increase prosocial behaviours such as helping, cooperating and sharing, suggesting that rhythmic interaction could be an effective tool to promote children's prosocial development. Nevertheless, the mechanism underlying the prosocial effects of rhythmic activities remains under debate. In this brief paper, we review a selection of literature that examines this mechanism from the perspective of interpersonal coordination, discussing the roles mimicry, synchrony, coordination and shared intentionality play in the process. In the end, we provide recommendations for future work to advance our understanding of the effects of rhythmic interaction on prosociality and future practice to improve children's prosocial development. [ABSTRACT FROM AUTHOR]

In Germany and continental Europe, more broadly, race and ethnicity are concepts that are not widely used and are increasingly erased from the legislation. Nevertheless, race and ethnicity are still used as social markers and often merely replaced with other terms (e.g., cultural background). The goal of this paper is threefold. First, we point to the danger of treating race and ethnicity as essentialist categories, which is still common in developmental science research. Second, we want to outline specific problems that occur when doing research on ethnicity and race with children and adolescents in the European race‐mute context. Third, we suggest that future research ought to focus more on constructions of Whiteness and reproduction of power differences among ethnic majority populations. In doing so, we draw on examples from our own research on ethnic‐racial identity and ethnic‐racial socialization. [ABSTRACT FROM AUTHOR]

Parents are the earliest transmitters of ethnic‐racial socialization (ERS), but transmitters within the school context become more important as youth move into adolescence. Yet, the current literature has limited frameworks to describe the transmission of ERS in schools. We propose a conceptual model that outlines the transmitters, methods, and content of school ERS as well as how school ERS can influence adolescent outcomes. Although scholars have begun to understand dimensions of school ERS, no frameworks have outlined the process, content, and effects of school ERS. This paper builds upon the burgeoning literature to unpack this process at institutional and individual levels. The paper includes discussion of research and practice implications for utilizing school ERS to address racial disparities and increase healthy school racial climates in K‐12 schools. [ABSTRACT FROM AUTHOR]

Ethnicity and race are critical in how children and youth experience, negotiate, and navigate development. A robust literature has illustrated that ethnic‐racial socialization (ERS) in particular plays an important role in how children develop an understanding of ethnicity and race. The majority of research has typically focused on parents as agents of socialization and ERS during adolescence. In addition, most studies use survey approaches and focus on US‐based populations. We highlight conceptual, theoretical, and empirical work that seeks to push forward knowledge about the myriad ways in which individuals, interactions, and settings communicate messages to youth about ethnicity and race. Here we provide a brief overview of the literature on ERS, followed by a set of core commitments that guided our solicitation and selection of articles for this special issue. The articles represent a range of theoretical frameworks and methodologies; cover ERS of children across the developmental spectrum; examine children from multiple ethnic‐racial groups; elaborate issues related to intersectionality and co‐constructed identities; and consider socialization of ethnicity‐race as it occurs across multiple settings, inclusive of families. We conclude with a description of the articles included in this special issue and how they map onto our core commitments. [ABSTRACT FROM AUTHOR]

This paper presents an analysis of the ethno‐political socialization of young children in the context of intractable conflict, drawing on the case of Israeli society. The analysis is based on the integrative developmental‐contextual theory (IDCT), which proposes that in the context of intractable conflict, from a very early age onward, in‐group members acquire a socio‐psychological repertoire that consists of narratives, beliefs, attitudes, and emotions related to the conflict and to the rival group. IDCT highlights three central components that dictate the nature of this socio‐psychological repertoire: children's normative developmental trajectory, the context in which the development takes place, and the ethno‐political socialization that is performed by societal agents. We discuss the interaction between these components in socializing children's socio‐psychological repertoire, and ways to change the course of socialization in the context of intractable conflict towards peace‐oriented socialization. [ABSTRACT FROM AUTHOR]

More research needs to evaluate links between community psychology and event impacts. Events are not just entertainment focused economic drivers, but gatherings contributing to society, community, and local cultural identity. There is also a need to address "green" philosophies, while visible and widespread, are not just environmentally focused, but also local community focused—concerning elements of social sustainability, belonging and sense of community. This makes the discussion of "green events" relevant to community psychology and local well‐being researchers. The aim of this study is to find other possibilities of how green events could contribute to local community well‐being by investigating how farmer markets unite people to understand how such events reinforce and shape a sense of community. This paper is based on participant observations and semistructured interviews to explore the conceptual notion of sense of community. Three emerged themes are presented: local participation, social atmosphere, and a sense of belonging. [ABSTRACT FROM AUTHOR]

This paper explores the question of what is powerful knowledge in school history, drawing on an analysis of secondary school history curriculum documents from South Africa and Rwanda. The paper engages with how these official curricula make selections regarding history topics, and how conceptual relationships are structured, and then interrogates to what extent the curricula might give learners access to powerful historical knowledge. The post-apartheid South African history curriculum chose a disciplinary focus, which aims for learners to develop the skills to analyse historical sources and evidence and to recognise that there are different interpretations of particular events. In contrast, the Rwandan history curriculum takes a collective, memory-history approach which does not focus on historical enquiry and has a strong focus on nation-building and citizenship. I engage with the implications of what this means for the idea of powerful knowledge in school history and argue that the socialisation aspect of school history cannot be ignored. [ABSTRACT FROM AUTHOR]

The article offers an overview of research paper that discussed the women-focused topics including the epidemiology of alcohol use among women, health and behavioral consequences of drinking, prenatal alcohol use and interventions, and enhanced alcohol treatment services. It also mentions the objectives of research to examine the harmful physiological and behavioral effects of alcohol in women.

The consumer landscape is changing, with traditional behaviours, channels and models of commerce evolving rapidly. This has resulted in an increasingly disruptive landscape for businesses. One example is the growth of communities of consumers who collaborate through diverse and non‐conventional channels (often focused on specific needs or interests) to engage in information seeking and giving, socialisation, resource sharing and trade. This emerging field of research presents challenges due to the diverse and fragmented theory base available to explore, explain and analyse the phenomena we position in alternative consumption literature. In this paper, we address this challenge in the form of a Communities of Benefit Exchange (CoBE) taxonomy of exchange dimensions detailing purpose, nature of gain and benefit, channel and level of interaction and entity structure evident for consumers who participate in this practice. [ABSTRACT FROM AUTHOR]

Honesty is an important value that children acquire through socialization. To date, the socialization process by which children learn to behave honestly remains relatively unexamined. Researchers may have left this area of research relatively unexamined because there is no framework to understand how parents socialize honesty and lie‐telling in their children. As such, we suggest that the domains‐of‐socialization approach, which organizes the socialization process into various domains based on different aspects of the caregiver‐child relationship, may provide such a framework. Using this framework, researchers can operationalize vague parenting variables and identify gaps in the research, allowing them to investigate the relationship between socialization and developmental trajectories of honesty and lie‐telling tendencies more thoroughly. In this paper, we review the literature on factors influencing children's lie‐telling and honesty in relation to the five domains to demonstrate the applicability of the domains‐of‐socialization framework to research on the socialization of honesty. We also provide recommendations for future research on the socialization of honesty using a domain‐specific approach, which will contribute to our understanding of how children develop into normative or problematic liars. [ABSTRACT FROM AUTHOR]

In this paper, we argue for two propositions: children are socialised and guided to become competent members of school mealtime community, and children have the capacity to modify and challenge existing practices. We draw on Bakhtin's concepts of the carnivalesque laughter and grotesque realism to illustrate how children use humour to test the boundaries of what is permitted. Children's mealtime interactions foster the development of social skills to subvert and negotiate adult authority and manage unfolding interactions between children and adults. We present findings from a child‐centred perspective in a primary school in the United Kingdom. [ABSTRACT FROM AUTHOR]