scholarly journals Oh…So close! Children’s close counterfactual reasoning and emotion inferences

2021 ◽  
Author(s):  
Tiffany Doan ◽  
Ori Friedman ◽  
Stephanie Denison
Keyword(s):  
Middle Class ◽  
Predominantly White ◽  
Counterfactual Reasoning ◽  
White Middle Class ◽  
Alternative Outcome ◽  
Children's Emotion

How we feel about an outcome often depends on how close an alternative outcome was to occurring. In four experiments, we investigated whether predominantly White, middle-class, Canadian children (N = 425, Experiments 1-3) and American adults (N = 227, Experiment 4) consider close counterfactual alternatives when inferring other people’s emotions. In Experiment 1, 6-year-olds (but not 4- and 5-year-olds) inferred that an agent would feel sadder about winning a mediocre prize if she later found out that a more attractive one could have easily been won. However, children of all ages failed to judge whether the better outcome could have easily happened. In Experiment 2, when 5- and 6-year-olds knew the locations of the prizes beforehand, they inferred that an agent would be equally happy about winning a mediocre prize regardless if she almost won a better prize or not. Again, they did not recognize when the better outcome was a close counterfactual possibility. In Experiment 3, we included extra cues to the closeness of the alternative and both 5- and 6-year-olds inferred that she would feel sadder about winning a mediocre prize, and 6-year-olds acknowledged that the attractive prize was a close counterfactual alternative. In Experiment 4, adults considered close counterfactuals when inferring emotions. Our findings suggest that close counterfactuals influence children’s emotion inferences before they become able to acknowledge their closeness.

“‘No Tough Guys Here?’: Hybrid Masculinity in a Boxing Gym”

2021 ◽  
pp. 089124162098558
Author(s):  
Watoii Rabii
Keyword(s):  
Middle Class ◽  
Predominantly White ◽  
Hegemonic Masculinity ◽  
White Collar ◽  
White Middle Class ◽  
It Employees

In this article, I explore manifest and latent discourses about masculinity in a predominantly white, middle class boxing gym. In this gym, the owner and coaches promote a discourse that emphasizes love, bridgework, and sparring with care. This discourse is part of the gym’s white-collar boxing culture. A key part of this discourse is distancing themselves from other gyms, claiming they promote a violent masculinity. While on the surface the gym criticizes certain ideals and practices associated with American hegemonic masculinity, it still reproduces discourses, norms, and practices associated with it. Employees use a latent discourse that constructs a hybrid masculinity. I argue that employees and members construct a hybrid masculinity by perpetuating ideals and practices associated with American hegemonic masculinity.

CULTIVATING A PROFESSIONAL POSE:

2018 ◽  
Vol 15 (02) ◽  
pp. 517-532
Author(s):  
Brandon A. Jackson
Keyword(s):  
Middle Class ◽  
Predominantly White ◽  
Black Men ◽  
White Middle Class ◽  
White Institution ◽  
Success Group ◽  
Group Members ◽  
And Behaviors

AbstractIn this article I investigate how a group of Black men in college worked together to learn and practice the professional pose—professional styles and behaviors meant to navigate professional settings. I argue that these behaviors were adopted to preempt any potential discriminatory acts and would ideally disassociate them from the negative labels associated with Black men. Specifically, I examine how leaders of the group Uplift and Progress (UP) prepared other members and recruits by teaching them how to present themselves as professional Black men who were familiar with White middle-class practices. To further encourage their success, group members sought out opportunities to practice these styles in public. By cultivating this professional pose, they were able to claim their place at a White institution and distance themselves from the unfavorable stereotypes of Black men. This strategy also bolstered their reputation on campus and would ideally prepare them for the predominantly White workplace.

scholarly journals Trajectories of Marital Satisfaction in Diverse Newlywed Couples

2019 ◽  
Vol 11 (5) ◽  
pp. 597-604 ◽  
Author(s):  
Hannah C. Williamson ◽  
Justin A. Lavner
Keyword(s):  
Marital Satisfaction ◽  
Middle Class ◽  
Predominantly White ◽  
Low Income ◽  
Ethnically Diverse ◽  
Marital Stability ◽  
White Middle Class ◽  
Sociodemographic Risk

Couples’ marital satisfaction is thought to decline over the newlywed years, but recent research indicates that the majority of spouses have high, stable trajectories during this period, and significant declines occur only among initially dissatisfied spouses. These findings are drawn from predominantly White, middle-class samples, however, which may overestimate marital stability compared to samples with higher levels of sociodemographic risk. Accordingly, the current study tested the generalizability of newlyweds’ marital stability by examining satisfaction trajectories among 431 ethnically diverse newlywed couples living in low-income neighborhoods. Consistent with previous work, most spouses had high levels of satisfaction, substantial declines were limited to spouses with lower initial levels of satisfaction, and divorce significantly differed between groups. Wives with higher levels of sociodemographic risk started marriage less satisfied and declined more in satisfaction. Overall, these findings reveal risky and resilient relationships among disadvantaged couples, with considerable stability during the newlywed years.

Doing Identity Work and Risky Endeavors? A Qualitative Research Synthesis of Predominantly White, Middle-Class Parents’ Decision Making in the Context of Urban School Choice

2017 ◽  
Vol 51 (1) ◽  
pp. 72-98 ◽  
Author(s):  
Scott Ellison ◽  
Ariel M. Aloe
Keyword(s):  
Decision Making ◽  
Qualitative Research ◽  
School Choice ◽  
Middle Class ◽  
Predominantly White ◽  
Urban Schools ◽  
Research Synthesis ◽  
Identity Work ◽  
Urban Core ◽  
White Middle Class

The inversion hypothesis popularized by Ehrenhalt posits that recent urban migration trends in the United States constitute a reversal of the late 20th-century model of middle-class White flight to the suburbs and an urban core inhabited by a mostly working-class, minority population. The hypothesized blurring of the urban–suburban divide has led to calls that policymakers must seize the opportunity to foster racially and economically diverse urban schools before the inversion process is complete with the assumption that doing so will lead to more equitable educational opportunities. The aim of this study is to gain insight into the possibility of fostering racially and economically integrated urban schools in the context of school choice through a qualitative research synthesis of the decision making processes of predominantly White, middle-class families in the urban core as they make school choices. Findings from this research indicate that the decision making of parents in the studies sampled for this synthesis are bound up with their identity work as “city people”; that parents who go “against the grain” in choosing an urban public school perceive that choice to be a risky decision; and that those risks are mitigated by their access to cultural, social, and economic capital.

Engaging Social Justice Methods to Create Palliative Care Programs That Reflect the Cultural Values of African American Patients with Serious Illness and Their Families: A Path Towards Health Equity

2021 ◽  
Vol 49 (2) ◽  
pp. 222-230
Author(s):  
Ronit Elk ◽  
Shena Gazaway
Keyword(s):  
Palliative Care ◽  
Social Justice ◽  
African American ◽  
Middle Class ◽  
Cultural Values ◽  
End Of Life Care ◽  
Life Care ◽  
Serious Illness ◽  
White Middle Class ◽  
Healing Power

AbstractCultural values influence how people understand illness and dying, and impact their responses to diagnosis and treatment, yet end-of-life care is rooted in white, middle class values. Faith, hope, and belief in God’s healing power are central to most African Americans, yet life-preserving care is considered “aggressive” by the healthcare system, and families are pressured to cease it.

Inadvertent Exemplars: Life History Portraits of Two Socially Just Principals

2012 ◽  
Vol 22 (1) ◽  
pp. 79-115 ◽  
Author(s):  
Martin Scanlan
Keyword(s):  
Social Justice ◽  
Life History ◽  
Elementary Schools ◽  
Middle Class ◽  
Life Histories ◽  
Public Elementary Schools ◽  
White Middle Class ◽  
English Speaking ◽  
Native English Speaking

This study creates life history portraits of two White middle-class native-English-speaking principals demonstrating commitments to social justice in their work in public elementary schools serving disproportionately high populations of students who are marginalized by poverty, race, and linguistic heritage. Through self-reported life histories of these principals, I create portraits that illustrate how these practitioners draw motivation, commitment, and sustenance in varied, complicated, and at times contradictory ways.

“I Assumed It Was a Much Safer Place Than It Really Is”: Nonbinary Educators’ Strategies for Finding School Jobs

2021 ◽  
Author(s):  
Lee Iskander
Keyword(s):  
Middle Class ◽  
Gender Identity ◽  
Gender Justice ◽  
Hiring Process ◽  
White Middle Class ◽  
Trans People ◽  
Semistructured Interviews ◽  
American Schools ◽  
Selling Point ◽  
Transformative Approach

People who are nonbinary—one of many kinds of trans identity that do not fit neatly within a man/woman binary—face particular challenges when seeking employment in P–12 schools, which have historically been places where rigid gender norms are strictly enforced. This paper draws on semistructured interviews conducted in 2018 to explore how 16 nonbinary educators navigated the process of finding, securing, and keeping jobs in Canadian and American schools. I found that most participants were concerned about securing a job or potentially losing their job or their safety at work because others might be inhospitable to their gender identity or expression. At the same time, participants had strategies to ensure that they found and kept jobs they were comfortable with, such as investigating a school’s support for queer and trans people, forging positive relationships with administrators and staff, and presenting their gender in particular ways during the hiring process. This study illustrates the limitations of individualistic, tokenizing forms of trans inclusion and reveals the continued prevalence of gender normativity in schools, despite a rapidly shifting gender landscape. While trans inclusion, at least on the surface, may be a selling point for some schools, trans people continue to face barriers when the underlying structures that privilege White, middle-class, cisgender, and heteronormative gender expression remain intact. I argue that, if trans people are to be fully supported in the education workplace, an intersectional and broadly transformative approach to gender justice is necessary.

Breaking the Trance: Moving beyond the Straight, white, Middle-Class Male Script

1991 ◽  
Vol 45 (4) ◽  
pp. 365-374 ◽  
Author(s):  
Paul G. Schurman
Keyword(s):  
Middle Class ◽  
Pastoral Counselors ◽  
Men And Women ◽  
Privileged Position ◽  
Liberation Movement ◽  
White Middle Class ◽  
Human Liberation

Explores the creative roles men might play in a human liberation movement in which their privileged position will need to be modified. Sees pastoral counselors as “hope agents” who may faciliate the transition of men to new and different roles in which patriarchy will play less and less of a role in society. Details specific ways in which the loss of patriarchy can lead to a fresh and creative equality in which both men and women will experience new freedoms.

The White Middle Class

2001 ◽  
pp. 271-292
Author(s):  
Melvyn L. Fein
Keyword(s):  
Middle Class ◽  
White Middle Class
Sign in / Sign up

Export Citation Format

Share Document