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Descriptors:
Political Attitudes; Psychological Patterns; Role; Democracy; Civil Rights; Violence; Persuasive Discourse; Conflict; Opinions; Prosocial Behavior; Social Change; History; Social Environment; Power Structure; Cognitive Structures

Abstract:
This article examines the role of political anger in democracy. It reviews the work of Stephane Hessel before examining the role and reception of anger in classical and modern thought. The author identifies two main traditions within which the concept of political anger can be located: revolutionary violence of the Marxist tradition and the peaceful, nonviolent tradition of civil disobedience initiated by Gandhi. The culture of anger going back to the ancients is examined, followed by a review of the "angry young men" culture of a group of authors around John Osborne and his famous play Look Back in Anger. The author insists that the culture of political anger is an essential set of readings, techniques and skills that are indispensable in the neoliberal age. (Contains 6 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Psychologists; Personality; Social Psychology; Sexual Identity; Social Environment; Gender Differences; Personality Theories; Research Methodology; Mentors; Networks; Journal Articles

Abstract:
The social psychology of gender has grown to become a thriving, scientifically sound research theme that encompasses a wide variety of topics and questions. The story of how this came to be has been told from a number of perspectives (e.g., Crawford & Marecek, 1989; Deaux, 1999; Rutherford, Vaughn-Blount, & Ball, 2010; Unger, 1998). In this article, the authors focus on how, from psychology of gender's murky beginnings in early 20th century Freudian personality theory and even deeper roots in androcentric paternalism of 19th century science (Shields, 1975, 1982; Shields & Bhatia, 2009), feminist psychologists have shaped how sex and gender are scientifically defined, theorized, and studied. The authors identify three intertwined streams of investigation from which the contemporary psychology of gender grew: (a) research focusing on gender identity as a feature of personality, (b) research on behavioral sex differences, and (c) research on gender roles and the study of gender in social context. They interweave into this story how each of the six key articles highlighted in this special section illustrate turning points in that history. They then describe the critical importance of networks and mentors toward making the research reported in those articles possible. They conclude with their thoughts on future directions in the social psychology of gender. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Psychological Patterns; Ethnography; Foreign Countries; Educational Change; Ideology; Religious Cultural Groups; Interaction; Group Dynamics; Role; Social Psychology

Abstract:
Based on an interactionist framework, this article examines how followers of a contemporary Chinese religious movement, Falun Gong, deal with a crisis situation and sustain their conviction in the absence of their charismatic leader. Data were collected during a yearlong ethnography of the Falun Gong in Chicago and Hong Kong. The findings reveal that followers experienced cognitive dissonance as a result of the Chinese authorities' suppression and their leader's disappearance. To cope with the external and internal threats, they engaged in frequent collective actions and discourses. These collective exercises allowed them to act out their shared ideology, reaffirm their ideological mentality, and activate their ideological passion. Through interaction and collective interpretation, followers not only reconstructed meanings out of the confusion, they also romanticized the charisma of their missing leader. This article asserts the critical role of doing ideology in sustaining a movement and integrates an interactionist, social psychological approach into the literature of social movements. (Contains 12 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Group Dynamics; Interaction; Group Membership; Psychological Patterns; Maintenance; Social Psychology; Gender Differences; Models; Social Theories; Role; Individual Characteristics; Court Litigation; Simulated Environment; Interaction Process Analysis; Classification

Abstract:
A new theory of interaction within small groups posits that group members initiate actions when tension mounts between the affective meanings of their situational identities and impressions produced by recent events. Actors choose partners and behaviors so as to reduce the tensions. A computer model based on this theory, incorporating reciprocal exchanges and actions toward the whole group, was used to generate 1,000 interactions in 500 virtual juries. Behaviors of modeled jurors matched the instrumental and expressive content of behaviors among actual jurors during observed deliberations. The system also reproduced sex differences among jurors, both in behavioral content and in levels of participation. Additionally, the system reproduced the domination of small-group interaction by a few active participants. Plausible changes in outcomes resulted when the system was used to analyze groups other than juries. These results indicate that the theory and model can advance research on small-group processes. (Contains 1 table, 4 figures and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Social Networks; Network Analysis; Transfer of Training; Social Environment; Educational Research; Research Reports; Organizations (Groups); Learning Processes; Cognitive Psychology; Social Psychology; Educational Psychology; Social Support Groups; Industrial Psychology

Abstract:
This article reviews studies which apply a social network perspective to examine transfer of training. The theory behind social networks focuses on the interpersonal mechanisms and social structures that exist among interacting units such as people within an organization. A premise of this perspective is that individual's behaviors and outcomes are significantly affected by how that individual is tied into the larger web of social connections. With regard to transfer of training, the investigation of social networks as a perspective can build in-depth understanding of how social support aids in transfer of training. Three groups of studies using a social network perspective are identified. A first group questions the role of the social network within the organisation for transfer of training. A second group of studies includes the network outside the organisation, hereby stretching the traditional idea of social support. A third group of studies sees the social network as an important outcome of itself. Through these studies, the potential value of the social network perspective for transfer of training research is identified and implications can be indicated. (Contains 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Marriage; Spouses; Foreign Countries; Social Environment; Role; Family Relationship; Models; Research Methodology; Grounded Theory; Qualitative Research; Individualism

Abstract:
In this paper the author presents the case of the exchange marriage system to delineate a model of methodological gravitism. Such a model is not a deviation from or alteration to the existing qualitative research approaches. I have adopted culturally specific methodology to investigate spouse selection in line with the Grounded Theory Method. This approach, indeed, suggests the unification of methodological individualism, collectivism, and the social positioning of the actor to study the complex and intricately intertwined networks of relatedness. (Contains 1 table, 5 figures and 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Secondary School Teachers; Self Concept; Social Cognition; Role; Qualitative Research; Data Analysis; Social Psychology; Research Methodology; Teacher Student Relationship; Private Schools; Teacher Characteristics; Self Disclosure (Individuals); Paralinguistics; Classroom Environment

Abstract:
This qualitative study investigates the ways that five secondary teachers developed and presented personae. The researcher collected and analyzed data using a theoretical frame based in social psychology, including Goffman's Presentation of Self in Everyday Life (1959), and Miles and Huberman's (1994) three-step approach to qualitative data analysis. Findings indicate that teachers drew on three major realms--the physical, psychological, and social--when constructing classroom personae. Implications include increased opportunities for teacher reflection on persona and its effects. (Contains 2 figures and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Teachers; Teaching Methods; Learning Processes; Professional Development; Personal Narratives; Evaluation; Foreign Countries; Social Psychology; Theories; Cultural Context; History; Formative Evaluation

Abstract:
Analysis of the impact of professional learning and development (PLD) programmes for educators is complex. This article presents an analysis of a PLD initiative in which classroom teachers learned to use narrative assessment for students with "high" and "very high" learning needs. Using Cultural Historical Activity Theory (CHAT), the analysis showed how various tensions arose across the activity system of participants during the initiative. Tensions were associated with the roles of those involved, the narrative assessment approach, and the rules of the initiative. While the new narrative assessment approach resulted in benefits for the students and their parents, role conflict emerged in relation to established assessment approaches already used by the educators. It is argued that CHAT enables a more nuanced understanding of the complex ways in which teachers actually engage with official curriculum, pedagogy or assessment PLD initiatives, than do theories that position teachers as simply resistant to change. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Crime; Research Methodology; Homosexuality; Social Bias; Homicide; Violence; Victims; Databases; Incidence; Sexual Orientation

Abstract:
An integral issue to the study of bias crimes is how violence targeting lesbian, gay, bisexual, and transgender (LGBT) victims is different from other more common forms of violent crimes. Limitations in official bias crimes data have inhibited our understanding of the relative nature of anti-LGBT crimes. The purpose of this study is to examine the similarities and differences in anti-LGBT homicides and average homicides in the United States between 1990 and 2008. The current study addresses methodological issues by relying on an open-source database of anti-LGBT homicides. This study found that the nature of these homicides is both similar and significantly different from the average homicide. Implications for the ongoing bias crimes discourse are discussed. (Contains 1 figure, 4 tables, and 5 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Schools of Education; Foundations of Education; Social Environment; Social Cognition; Social Influences; Role; Ideology; Criticism; Reflection; Critical Theory; Social Sciences; Scholarship; Cognitive Structures; Futures (of Society); Teacher Education

Abstract:
This article addresses the unique role performed by social foundations programs in colleges of education and in addressing broader issues facing education today, which fundamentally include the development of interpretive, normative, and critical perspectives in academia. All three perspectives serve to create a scholarly framework within which students and academicians interpret and normatively reflect upon existing educational, political, historical, religious, economic, and social institutions critically. In other words, although many departments in colleges of education tend to fulfill the functional, professional, and institutional requirements essential in preparing future teachers to enter public and private schools, social foundations programs utilize interdisciplinary expertise, primarily from the social sciences and humanities, to explicate extrainstitutional critiques, interpretations, and normative analyses of existing social structures, including schools. Although social foundations programs perform a variety of academic functions, it is this unique reflexive and normatively critical capacity--what critical theorists refer to as ideology critique--that augments social foundations programs and informs present and future scholars in the field. (Contains 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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