Private Girls and Public Worlds: Producing femininities in the primary school   总被引：1，自引：1，他引：1  

Mary Jane Kehily  Mairtin Mac An Ghaill  Debbie Epstein  Peter Redman 《Discourse: Studies in the Cultural Politics of Education》2002,23(2):167-177

This article draws upon data gathered from a research project entitled 'Children's Relationship Cultures in Years 5 and 6'. The project aims to explore the ways in which primary school age children understand emotional, caring and family relationships. This paper will focus upon the role of friendship in the cultures of girls, aged 9-10, in a primary school classroom. An ethnographic approach is adopted to illustrate the variety of interactions in which friendship is spoken, displayed and enacted within pupil cultures. Analysis of these exchanges suggests that notions of friendship and patterns of friendship are constitutive of sexual-gender identities. The paper argues that being friends/breaking friends is a technique utilised for the regulation and negotiation of femininities and the production of differentiated sex-gender hierarchies. The paper will focus upon the activities of the 'diary group'--a self-styled network of eight girls who met in the school playground to discuss issues that interested and excited them. Recurrent themes in diary group discussions are identified as: puberty/periods; erotic attachments; and imagined futures. The paper suggests that the diary group can be seen as a site for identity production and asks the question: what kind of identities are being produced when these girls meet and talk? Finally, the paper seeks to explore the ways in which members of the diary group create a 'private' space within the public domain of the school and, through talk, produce themselves as feminine subjects.  相似文献   

GENDER MODERATES ASSOCIATION BETWEEN EMOTIONAL‐BEHAVIORAL PROBLEMS AND TEXT COMPREHENSION IN CHILDREN WITH BOTH READING DIFFICULTIES AND ADHD          下载免费PDF全文

Quintino R. Mano  Kristen E. Jastrowski Mano  Carolyn A. Denton  Jeffery N. Epstein  Leanne Tamm 《Psychology in the schools》2017,54(5):504-518

Evidence suggests that higher order linguistic functioning such as text comprehension is particularly vulnerable to emotional modulation. Gender has been identified as an important moderating variable in emotional expression such that girls tend toward internalizing emotions (e.g., sadness, anxiety) whereas boys tend toward externalizing emotions (e.g., anger, combativeness), which may influence the relationship between emotion and text comprehension. The present study examined whether gender moderates the relationship between emotional‐behavioral problems and text comprehension among children (n = 187; boys = 115, girls = 72) with both word reading difficulties (RD) and attention‐deficit/hyperactivity disorder (ADHD), a sample widely acknowledged to be at increased risk for developing emotional‐behavioral problems such as anxiety, poor academic self‐concept, and delinquency. A moderated regression analysis tested for the significance of two separate interaction terms (i.e., gender × externalizing problems, gender × internalizing problems) after controlling for gender, IQ, basic reading skills, cognitive‐linguistic processes closely related to reading, attentional problems, internalizing problems, and externalizing problems. Results indicated that gender significantly and uniquely moderates the relationship between emotional‐behavioral problems and text comprehension. Specifically, text comprehension was relatively lower among girls with relatively higher externalizing problems, whereas no such association was observed among boys. These results contribute to our understanding of cognition–emotion interactions within reading development and raise important implications.  相似文献   

Unemployment and Work Interruption among African American Single Mothers: Effects on Parenting and Adolescent Socioemotional Functioning   总被引：12，自引：0，他引：12  

Vonnie C. McLoyd  Toby Epstein Jayaratne  Rosario Ceballo  Julio Borquez 《Child development》1994,65(2):562-589

Using interview data from a sample of 241 single African American mothers and their seventh- and eighth-grade children, this study tests a model of how 2 economic stressors, maternal unemployment and work interruption, influence adolescent socioemotional functioning. In general, these economic stressors affected adolescent socioemotional functioning indirectly, rather than directly, through their impact on mothers' psychological functioning and, in turn, parenting behavior and mother-child relations. Current unemployment, but not past work interruption, had a direct effect on depressive symptomatology in mothers. As expected, depressive symptomatology in mothers predicted more frequent maternal punishment of adolescents, and this relation was fully mediated by mothers' negative perceptions of the maternal role. More frequent maternal punishment was associated with increased cognitive distress and depressive symptoms in adolescents, and consistent with predictions, these relations were partially mediated by adolescents' perceptions of the quality of relations with their mothers. Increased availability of instrumental support, as perceived by mothers, predicted fewer depressive symptoms in mothers, less punishment of adolescents, and less negativity about the maternal role. Both economic stressors were associated with higher levels of perceived financial strain in mothers, which in turn predicted adolescents' perceptions of economic hardship. Adolescents who perceived their families as experiencing more severe economic hardship reported higher anxiety, more cognitive distress, and lower self-esteem.  相似文献   

Setting the normative boundaries: crucial epistemological benchmarks in comparative education     

Erwin H. Epstein 《比较教育学》2008,44(4):373-386

Historians of comparative education have ordinarily viewed the development of that field as having progressed in stages, from impressionistic traveller tales to systematic investigations, with each stage eclipsing the previous one in rigour and acceptability. In this essay, I show that this common ‘Darwinian’ view is simplistic and distorts the real development of comparative education. Rather than in stages, I contend that the field has developed within three epistemological streams: positivist, relativist, and historical functionalist. These streams, each shaped over many decades, continue to be alive and well and delineate the field’s normative boundaries. Indeed, comparativists differ markedly in defining the field, because their definitions arise out of whichever particular epistemological stream they embrace. What we need is a definition that encompasses all normative streams, and the one that I propose is: comparative education is the application of the intellectual tools of history and the social sciences to understanding international issues of education.  相似文献   

Memories of childhood sexual abuse: a survey of young adults     

Michelle A. Epstein  Bette L. Bottoms 《Child abuse & neglect》1998,22(12):1217-1238

Objective: To explore the prevalence of, characteristics of, and factors associated with forgetting of childhood sexual abuse memories in a large non-clinical sample (N = 1712).Method: Using an anonymous survey, we asked respondents about (a) the nature and severity of their childhood abuse; (b) the continuity of their abuse memories; and (c) their experiences with others suggesting to them that they might have been abused.Results: A substantial minority of victims in our sample reported having temporarily forgotten their childhood sexual abuse. Forgetting was largely unassociated with victim or abuse characteristics. Compared to individuals who always remembered their abuse, however, individuals who temporarily forgot were more likely to report that someone had suggested to them that they might have experienced abuse. Those who received such suggestions were particularly likely to suspect that they may have experienced childhood sexual abuse that they do not yet remember.Conclusion: Forgetting may be less common than implied by earlier estimates from clinical samples, yet it is not uncommon. Also, a sizable minority of the population is wondering whether they have experienced unremembered abuse, and these suspicions are linked to having encountered suggestions from others. We discuss the implications of these findings for understanding the phenomenon sometimes labeled repression.Spanish abstract was not available at time of publication.  相似文献   

Book reviews     

Guy Neave  Marlis Krueger  Susan Hayes  Hans F. Crombag  Pierre Laszlo  Larry L. Leslie  Mel Freedman  Leon D. Epstein  Philip G. Altbach  David Court  Ali A. Mazrui  Lionel S. Lewis  Edward T. Gargan 《Higher Education》1978,7(1):107-130

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A Review of: “How Goodly Are Thy Tents: Summer Camps as Jewish Socializing Experiences by Amy L. Sales and Leonard Saxe (Brandeis University Press, 2004)”     

Shira D. Epstein 《Journal of Jewish Education》2013,79(1):107-110

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污染与环境：一些历古弥新的观点     

罗纳德·爱泼斯坦  林茂申 《玉溪师范学院学报》2011,(1):21-24

探究古代道教、儒家、佛教关于污染与环境问题的相关论述,是为解决该问题提供合理的思考路径;提出解决环境问题,是要着重关注我们自身的心复状态及意图,了解我们的行为所将导致的后果,提高关于我们与地球上所有生命的基本的因果联系的认识。  相似文献   

Journalism     

Leon V. Sigal  Edward Jay Epstein  John Hohenberg 《Communication Booknotes Quarterly》2013,44(2):10-11

Leon V. Sigal's Reporters and Officials: The Organization and Politics of Newsmaking (Lexington, Mass: D.C. Heath Lexington Books, 1973—price not known but around 15.00)

Edward Jay Epstein's News from Nowhere: Television and the News (New York: Random House, 1973 —$7.95)

John Hohenberg's The Professional Journalist (New York: Holt, Rinehart & Winston, 1973— )  相似文献   

Editors' introduction     

Debbie Epstein  Mary Jane Kehily  Emma Renold 《Gender and education》2008,20(1)

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