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Descriptors:
Legal Problems; Substance Abuse; Family Violence; Males; Intervention; Counseling Techniques; Behavior Modification; Interpersonal Relationship; Individual Power; Power Structure; Therapy; Patients; Professional Development; Adults

Abstract:
Practitioners who view intimate partner violence as a set of strategies aimed at maintaining positions of power and privilege often face an engagement dilemma when men at their first contact talk of themselves as disempowered by circumstances such as separation, loss of access to children, legal problems, substance abuse issues, and their own history of being abused. This paper explores how a language-oriented approach to violence can assist practitioners in responding to abuser's current perceptions while avoiding collusion with justifications for violence. It examines common ways of speaking that men will employ to justify their violence then explores practical ways to identify and neutralized these messages before exploring personal opportunities for change. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Historiography; United States History; Educational History; Ideology; Political Attitudes; Role of Education; Public Education; Social Mobility; Ambiguity (Context); Rhetoric; Political Issues; Group Membership; Community Benefits; Personal Autonomy; Individual Power; Social Exchange Theory

Abstract:
One of the vexing ambiguities in the historiography of the civic republican tradition has been just when and how republicanism ended. The American Revolution itself, according to Gordon Wood and J. G. A. Pocock, was waged for republican principles, but the government established in its wake represented what Wood called "the end of classical politics," abandoning virtue in the name of commerce and liberal individualism. Later historians sought to extend republicanism's life into the nineteenth century, identifying figures and institutions who held fast to the tradition against the prevailing commercial and industrial winds, while others have taken the ambiguity of republicanism's end to suggest that no such coherent worldview existed in the United States, which was from the outset a liberal project employing only an occasional and misleading republican vocabulary. But republicanism's demise--or perhaps, more accurately, its transformation into precisely a "civic morality for the market man"--can be traced in clearer detail in the early republic's debate over the education of the young. The postrevolutionary education debate illuminates the contradictions of republicanism in the federal period with particular clarity because education sat at the intersection of political theory and political practice. In this article, the author discusses the post-revolutionary turn to public education and the political rhetoric of education in the early republic. (Contains 116 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:
Clerical Workers; School Personnel; Public Schools; Elementary Schools; Staff Role; Social Justice; Resistance (Psychology); Caring; Individual Power; Job Development; Semi Structured Interviews; Participant Observation; Foreign Countries

Abstract:
This article discusses the work practices of the much neglected phenomenon of the work of school administrative clerks in schools. Popular accounts of school administrative clerks portray them as subjectified--assigned roles with limited power and discretion--as subordinate and expected to be compliant, passive and deferent to the principal and senior teachers. Despite the vital role they play in schools, their neglect is characterised by their invisible, largely taken-for-granted roles in a school's everyday functioning. This main aim of this article is to make their everyday practices and contributions visible, to elevate them as indispensable, albeit discounted, role players in their schools, whose particular expressions of agency contribute qualitatively to a school's practices. Using the theoretical lens of "space", and based on in-depth semi-structured interviews in the qualitative research tradition, the article discusses how selected school administrative clerks' production of space exceeds their assigned spatial limitations, i.e. they move beyond the expectations that their work contexts narrowly assign to them. They resist the contributive injustice visited upon them and through their agency they engage in spatial practices that counters this injustice. They carve out a productive niche for themselves at their schools through their daily practice. This niche, I will argue, embodies practices of "care", "sway" and "surrogacy," understood through a vigorous "production of space". Through these unique spatial practices they reflect their agency and their appropriation of existing spatial practices at their schools. Thus, they produce personalized meanings for their existing practice as well as generate novel lived spatial practices. 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:
Literature Reviews; Ethics; Conflict of Interest; Research Administration; Informed Consent; Physician Patient Relationship; Social Bias; Disclosure; Experimenter Characteristics; Self Evaluation (Individuals); Compliance (Legal); Competence; Individual Power; Research Universities; Attitudes

Abstract:
Voice of Experience advances the tradition of service of the "Journal of Research Administration" by fostering consideration of and reflection upon contemporary issues and concerns in research administration. VOE is a celebrated feature column in each edition of the Journal. In this article, the author presents a review of recent literature concerning conflict of interest as one of the key standards in research ethics. This is discussed in light of the relationship between physician and patient and what that means for informed consent. 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:
Family Violence; Economic Impact; Antisocial Behavior; Quality of Life; Literacy; Money Management; Compliance (Psychology); Personality Traits; Power Structure; Welfare Recipients; Personal Autonomy; Independent Living; Individual Power; Locus of Control; Self Actualization; Self Control; Self Determination; Sex Role; Educational Attainment

Abstract:
Intimate partner violence (IPV) often includes economic abuse as one tactic commonly used by an abuser; unfortunately, there is a lack of empirical understanding of economic abuse. Additionally, research is limited on the predictors of economic self-sufficiency in the lives of women experiencing IPV. This paper furthers our knowledge about economic abuse and its relationship with economic self-sufficiency by presenting the results from an exploratory study with IPV survivors participating in a financial literacy program. Of the 120 individuals who participated in the first wave, 94% experienced some form of economic abuse, which also correlated highly with other forms of IPV. Seventy-nine percent experienced some form of economic control, 79% experienced economic exploitative behaviors, and 78% experienced employment sabotage. MANOVA results also indicated that economic control differed significantly based on education with those with a high school education experiencing higher rates than those with less than high school education or those with some college. Finally, results from the OLS regressions indicated that experiencing any form of economic abuse as well as economic control significantly predicted a decrease in economic self sufficiency. Implications suggest that advocates should assess for economic abuse when working with survivors and should be prepared to offer financial tools to increase survivors' economic self-sufficiency. Policymakers should understand the ramifications of economic abuse and create policies that support survivors and prohibit economic abuse. Finally, more research is needed to fully understand economic abuse and its impact on survivors and their economic self-sufficiency. (Contains 4 tables and 1 note.) 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:
Community Colleges; College Presidents; Interviews; Labor Turnover; Individual Power; Dismissal (Personnel); Administrator Attitudes; Career Development; Decision Making; Politics of Education; Transitional Programs; Leadership Role; Professional Identity; Attitude Change; Locus of Control; Strategic Planning

Abstract:
This interview study examined seven community college presidents' experiences of facing a sudden and unplanned stepping aside (e.g., unexpectedly needing to resign or termination) in order to understand the meaning of the transition experience for leaders. It provides an up-close view of presidents' perspectives on leaving the college. Despite the best efforts and good performance of presidents, sooner or later each encountered a crisis that challenged his or her role and identity as a leader, and they came to a crossroad in their careers. Being in control of stepping aside from the presidency, regardless of what brought them to that decision point, distinguished how they perceived the crisis that led up to their exit and how they viewed the transition. Presidents discussed the importance of recognizing that sometimes things happen that cannot be controlled such as broken promises and a change in board membership. The presidents we interviewed were celebrated with pomp and circumstance when entering; however, exiting the presidency for some was dramatically different, i.e., lonely, disappointing, even devastating. Leaders need an exit plan. Conditions contributing to a smooth, nontoxic leaving are described. (Contains 2 tables.) 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:
Individual Power; Career Choice; Self Efficacy; Satisfaction; Undergraduate Students; Correlation; Locus of Control; Gender Differences; Ethnicity

Abstract:
The present study examined the relation of work volition to career decision self-efficacy (CDSE) and academic satisfaction in a diverse sample of 447 undergraduate college students. Work volition was found to be moderately correlated with academic satisfaction and strongly correlated with CDSE. Potential mediators and moderators in the link of work volition to CDSE and academic satisfaction were also examined. Work locus of control (WLOC) was found to partially mediate these relations, and bootstrapping techniques confirmed the significance of indirect effects. Additionally, the moderating effects of gender and ethnicity in these relations were examined. Although gender was not a significant moderator in either relation, ethnicity was found to moderate the relation between work volition and academic satisfaction, such that work volition related more strongly to academic satisfaction for those who self-identified as White, relative to those who did not. Implications for research and practice are discussed. (Contains 1 table and 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:
Educational Research; Power Structure; Social Status; Individual Power; Cultural Capital; Social Influences; Political Power; Politics of Education; Research Methodology; Barriers; Access to Information; Interpersonal Communication; Ethics; Content Validity; Content Analysis; Data Interpretation; Sampling

Abstract:
This article re-assesses the methodological difficulties involved in researching the powerful in education. It reviews the major areas and issues that researchers focused on: problems of access, different types of interviewing, interpretation of data generated through interviews and ethical issues. It argues that in most aspects researching powerful people is not very different from researching any other people, and that the main difference is simply that we need to gain data from specified people. The article then discusses the implications of this claim for other forms of research. 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:
Feminism; Working Class; Psychology; Personal Narratives; Identification; Higher Education; Individual Power; Community Colleges; Self Concept; Coping

Abstract:
In this article, I offer a critical feminist theoretical reflection on my lived experiences as a working-class White woman as a challenge to some of the dominant narratives in academia. In particular, I describe my development of feminist and class-consciousness as an "organic intellectual." I discuss changes to my working-class identity and the challenges of breaking through the glass-class ceiling as an academician. I reveal how stigma management has irrevocably shaped my academic life and how my attempts at cultural suicide have overshadowed my professional and personal lives. I ask for a radical critique of higher education and argue for the importance of community psychology to infuse feminism and class consciousness into the field to address societal power asymmetries and to approach its value stance as a discipline. (Contains 4 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:
Feminism; Social Change; Sexuality; Psychology; Identification; Teaching Methods; Intervention; Mothers; Individual Power; Womens Studies; Females; Adults; Journal Articles

Abstract:
In this special issue, we view the development of feminist community psychology (FCP) as an ongoing project that must be co-created. This is reflected in articles that focus on authors' unique social locations inside and outside organizations in which they work, critical reflections on their multilayered identities, feminist methodological and pedagogical concerns, and the power of mentoring and social support. Authors discuss ways that critical reflexivity, feminist identities, and pedagogies can influence and be influenced by the practice of community psychology (CP). The intersectionality of identities is highlighted based on marginalized statuses from race/ethnicity, class, and sexuality to motherhood and "otherhood." Authors also describe FCP practices including efforts to critique structural power asymmetries, reduce hierarchical professional relationships, and incorporate innovative interventions. We argue that these practices have libratory potential capable of creating social change consistent with the values and goals of FCP in particular and CP generally. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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