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This paper argues that as well as being sensitive to wider discourses of gender relations, social workers need to consider the ways in which gender is localised. It is argued that to some extent gender practices vary according to local culture, that gendered identities are often localised and that social workers tend to construct their clients according to images of local men and women. These images tend to be stereotypical but some do also reflect dominant local gendered practices. The paper draws on data from qualitative interviews with social workers and probation officers, as well as the experience of teaching social work students, to illustrate these arguments. Whilst it is argued that the localising of gender is of general relevance, the data come from Wales alone. The author's conclusion is that (amongst other things) anti?oppressive practice involves recognising the important influence of local stereotypes and challenging them, whilst also acknowledging that gendered practices do vary from place to place. [ABSTRACT FROM AUTHOR]

Recent sociological inquiry into the family has focused on the decline of the male breadwinner family and the increasing diversity of family forms. Yet the term ‘family’ remains vague and assumes different meanings. This paper discusses the meanings of the term ‘family’ as it is used by interviewees in qualitative, in-depth interviews on family and kinship networks. The interviews were conducted as part of ethnographic fieldwork in a study of family and kinship in Swansea. Three contrasting areas of Swansea were selected, an affluent, popular area, one of the most deprived council estates and an inner-city area with a relatively high proportion of minority ethnic families. In the paper we draw out differences and similarities in the meanings given to the term ‘family’ by interviewees in the three areas. Differing meanings emerge, but what is striking is the layering of meanings. People refer to varying groups of relatives when they speak about their family but ‘family’ refers to a set of norms and practices about bringing up children, staying in contact or giving support. In the interview situation, the interviewees use these varying meanings in different contexts. [ABSTRACT FROM AUTHOR]

This paper premises that late twentieth century changes to culture impacted upon the demand for and supply of the constituent tourism resources of British seaside resorts in such a way as to facilitate their decline as mass market, long holiday destinations. It begins by reviewing the current state of knowledge pertaining to seaside resort development, noting the tendency to present this as an evolutionary process and the corresponding emphasis placed on competition and resource depletion as reasons for decline, factors that are synonymous with the consolidation, stagnation and post-stagnation phases of the tourist area life cycle. Accordingly, it contends that academics have been slow to engage with the root causes underpinning the diminished popularity of traditional tourist destinations, notably the recent and revolutionary transformations associated with economic restructuring and, especially, cultural change. Using the case study of Rhyl, a traditional cold-water resort on the North Wales coast, the paper demonstrates the influence of the latter by associating significant and unfavourable modifications to (and attitudes towards) the resort's built environment since the 1960s with characteristics salient to the emergent cultural formation of post-modernism, and its predecessor modernism, as explained in a review of relevant literature. The social theory used to inform this analysis, and the empirical evidence of Rhyl's decline presented in the paper, together represent an attempt to move beyond simplistic notions of a resort life cycle. [ABSTRACT FROM AUTHOR]

The General Certificate of Secondary Education (GCSE) is the standard qualification undertaken by pupils in England and Wales at the end of year 11 (age 15–16). GCSEs continue to play an important and central role in young people's educational and employment pathways. Within the sociology of youth, there has been recent interest in documenting the lives and educational experiences of ‘ordinary’ young people. In this paper, we analyse school GCSE attainment at the subject area level. This is an innovative approach and our motivation is to explore substantively interesting patterns of attainment that might be concealed in analyses of overall attainment or attainment within individual subjects. We analyse data from the Youth Cohort Study of England and Wales using a latent variable approach. The modelling process uncovered four distinctive latent educational groups. One latent group is characterised by high levels of overall attainment, whereas another latent group is characterised by poor GCSE performance. There are two latent groups with moderate or ‘middle’ levels of GCSE attainment. These two latent groups have similar levels of agglomerate attainment, but one group performs better in science and the other performs better in arts GCSEs. [ABSTRACT FROM AUTHOR]