Structural theories, social bonds and prison education

2020 ◽  
pp. 141-184
Author(s):  
Geraldine Cleere
2018 ◽  
Vol 65 (4) ◽  
pp. 531-537 ◽  
Author(s):  
Stacey E. McElroy-Heltzel ◽  
Don E. Davis ◽  
Cirleen DeBlaere ◽  
Josh N. Hook ◽  
Michael Massengale ◽  
...  

2019 ◽  
Vol 7 (1) ◽  
Author(s):  
Luckmore Chimanzi

This article explores the development of heteronormativity and the construction of masculinities at a township primary school in South Africa. In this study, boys and girls chastise homosexuality yet maintain their male-to-male and female-to-female social bonds. Homosocial or male-to-male social bonds have a bearing on the construction of male identity. It is argued that homosocial relationships serve as a means through which certain boys negotiate and exhibit their masculinity in a process of identity formation in which heterosexuality is a key component. Qualitative data from focus groups and diary research with Grade 7 students (male and female) in a primary school are used. Boys engage in a number of games and acquire resources for themselves; hence, as a social unit, they portray themselves as heteronormative. Their solidarity plays a role in maintaining their power in relationships even though privately some of them expressed preference for more flexible constructions of masculinity.


2021 ◽  
Vol 264 ◽  
pp. 113671
Author(s):  
E. Carrera ◽  
I. Elishakoff ◽  
M. Petrolo
Keyword(s):  

2021 ◽  
Vol 75 (4) ◽  
Author(s):  
Samuel Ellis ◽  
Daniel W. Franks ◽  
Michael N. Weiss ◽  
Michael A. Cant ◽  
Paolo Domenici ◽  
...  

Abstract In studies of social behaviour, social bonds are usually inferred from rates of interaction or association. This approach has revealed many important insights into the proximate formation and ultimate function of animal social structures. However, it remains challenging to compare social structure between systems or time-points because extrinsic factors, such as sampling methodology, can also influence the observed rate of association. As a consequence of these methodological challenges, it is difficult to analyse how patterns of social association change with demographic processes, such as the death of key social partners. Here we develop and illustrate the use of binomial mixture models to quantitatively compare patterns of social association between networks. We then use this method to investigate how patterns of social preferences in killer whales respond to demographic change. Resident killer whales are bisexually philopatric, and both sexes stay in close association with their mother in adulthood. We show that mothers and daughters show reduced social association after the birth of the daughter’s first offspring, but not after the birth of an offspring to the mother. We also show that whales whose mother is dead associate more with their opposite sex siblings and with their grandmother than whales whose mother is alive. Our work demonstrates the utility of using mixture models to compare social preferences between networks and between species. We also highlight other potential uses of this method such as to identify strong social bonds in animal populations. Significance statement Comparing patters of social associations between systems, or between the same systems at different times, is challenging due to the confounding effects of sampling and methodological differences. Here we present a method to allow social associations to be robustly classified and then compared between networks using binomial mixture models. We illustrate this method by showing how killer whales change their patterns of social association in response to the birth of calves and the death of their mother. We show that after the birth of her calf, females associate less with their mother. We also show that whales’ whose mother is dead associate more with their opposite sex siblings and grandmothers than whales’ whose mother is alive. This clearly demonstrates how this method can be used to examine fine scale temporal processes in animal social systems.


2012 ◽  
Vol 23 (4) ◽  
pp. 163-169 ◽  
Author(s):  
Shelby M. Palmer

Postsecondary programs offering vocational training and college credit to eligible inmates have had difficulty finding a place in the U.S. correctional system. Politically motivated restrictions preventing inmates from receiving federal funds for college resulted in drastic program closures. Although new laws restored funding to select inmates, enrollment in postsecondary correctional education only recently reached pre-cutback levels (established in the late 1980s). This is set in contrast to the significant increases in U.S. prison populations and spending that have occurred since the early 1990s. Contextual issues specific to the correctional system and ideological conflicts between the prison educator and prison staff may further impair enrollment and program completion. Through review of the political and contextual issues influencing the modern design of postsecondary prison education, this work seeks to propose best practices that may support the unique learning needs of the adult learner in the correctional system.


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