Introduction

This collection seeks to encourage new ways of thinking about the connections and tensions between sexual politics, citizenship and belonging by bringing together a diverse range of critical interventions within sexuality and gender studies. The book is organised around three interlinked thematic areas, focusing on sexual citizenship, nationalism and international borders (section 1); sexuality and ‘race ’ (section 2); and sexuality and religion (section 3). In revisiting notions of sexual citizenship and belonging, contributors engage with topical debates about ‘sexual nationalism’, or the construction of western/European nations as exceptional in terms of attitudes to sexual and gender equality vis-à-vis an uncivilised, racialized ‘Other’. The collection explores macro-level perspectives by attending to the broader geopolitical and socio-legal structures within which competing claims to citizenship and belonging are played out; at the same time, micro-level perspectives are utilised to explore the interplay between sexuality and ‘race’, nation, ethnicity and religious identities, both in individuals’ lived experiences and in activism and forms of collective belonging. Geographically, the collection has a prevalently European focus, yet contributions explore a range of trans-national spatial dimensions that exceed the boundaries of ‘Europe’ and of European nation-states. They consider, for example, links between former European imperial powers and their former colonies; the construction of a European ‘core’ and its ‘peripheries’ in discourses on sexual and reproductive rights; and forms of belonging shaped by migration from within and outside ‘fortress Europe’

Factors contributing to a positive work experience for domestic workers

Despite entrenched legislation directed at protecting the rights of domestic workers, many still endure menial working conditions, receive low wages and are even subject to exploitation and abuse. At the same time, domestic workers are charged with the major responsibility of caring for their employers’ homes and families. All of this may lead to a work experience that is regarded as less than positive. The aim of this study was to identify the factors that contribute to a more humanising and positive working experience for domestic workers. A qualitative approach was adopted, and data was obtained by conducting semi-structured interviews with seven domestic workers, and a separate group of seven employers of domestic workers, all of whom were located in the Eastern Cape province of South Africa. Data was collected through interviews held with individuals in the two groups of participants and was processed by transcribing notes from audio tape recordings captured during the interviews. Data analysis took the form of a thematic analysis to identify recurring themes. The findings of the study revealed that domestic workers concerns regarding their work environment relate to job security, wages, working conditions and the relationship with their employer. The employers felt that legislation, being part of the family, retirement planning and respect were important themes that impact on a domestic worker’s work experience. This study endeavors to contribute to a better understanding of what is needed to provide a more humanising work experience for female domestic workers in South Africa who may have experienced a sense of marginalisation within, and exclusion from, the dynamics of the open labour market

Rural change : Issues for social research, social assessment and integrated rural policy

In this paper we examine current issues for social research, social impact assessment (SIA) and policy making for rural areas. The central argument is that current economic restructuring and social change in New Zealand has important implications for rural areas. Changes such as relocation of rural employment and population, institutional reform including new roles for central government, and new strategies for economic growth which emphasise the use of local resources and entrepreneurship, are being promoted, as they are in several Organisation for Economic Cooperation and Development (OECD) member countries (OECD, 1986). We suggest that the longer term social implications of these changes are largely unknown, and require applied social science research. This information needs to be applied to the formulation of public policy and the management of change in rural areas

Are the Kids All Right? The Impact of School Climate among Students with LGBT Parents

Using a large-scale survey of over 3,000 Canadian students, this study empirically investigates the correlation of having a lesbian, gay, bisexual, or transgender (LGBT) parent with the likelihood of skipping school due to feeling unsafe. A multivariate logistic regression procedure with interaction terms was used. Results show that students who have an LGBT parent, and who report feeling unsafe at school due to their family type or their own real/perceived gender and/or sexual identity, were almost four times more likely to report skipping school than cisgender-heterosexual (CH) students with non-LGBT parents who feel safe at school

Religious Belief and the Queer Classroom: Measuring the Impact of Religious Affiliation on LGBTQ-Inclusive Education Practices

This study examines the influence of religious affiliation on lesbian, gay, bisexual, trans, two spirit, queer, and questioning (LGBTQ)-inclusive practices. Using data from a national survey of educators from pre-kindergarten to grade 12, multivariate analyses of variance models were employed in order to test the effects of religious affiliation on several LGBTQ-inclusive outcome measures. Results show that religious affiliation does have a significant impact on the likelihood that educators will (or will not) practice LGBTQ-inclusive education, however, the pathways to such practices vary considerably across religious groupings. Recommendations are suggested in terms of intervention, inclusive teaching practices, visibility, and leadership

A Call for “Trans-action”: The Role of Enacted Stigma in Mediating the Relationship between School Climate and School Attachment among Gender Minority Students

Several studies have highlighted the association between enacted stigma with various mental health and educational disparities among sexual minority students, but fewer have done so with an exclusive gender minority sample and even less have included school attachment as an outcome measure. The purpose of the current analyses is to test the main effects that an LGBTQ-inclusive school context as well as enacted stigma has on school attachment, and whether enacted stigma acts as a mediator. Results show that exposure to enacted stigma is a risk factor for low school attachment, while a supportive LGBTQ-inclusive school climate is a protective one, and that the relationship between an inclusive climate and school attachment is significantly mediated by enacted stigma. Within a theoretically informed lens, these findings represent a notable contribution to educational research in terms of the importance of providing a healthy school environment for gender minority students.Si plusieurs études ont souligné le lien entre la stigmatisation effective et diverses disparités portant sur la santé mentale et l’éducation chez des élèves appartenant à une minorité sexuelle, moins d’entre elles ont porté exclusivement sur un échantillon composé d’une minorité sexuelle et encore moins ont inclus l’intérêt pour l’école parmi les mesures de résultats. L’objectif de nos analyses est d’évaluer les incidences principales qu’ont, d’une part,  un contexte scolaire inclusif face à la population LGBTQ et, d’autre part, la stigmatisation effective, sur l’intérêt pour l’école. Nous cherchons également à savoir si la stigmatisation effective joue un rôle de médiateur. Les résultats indiquent que l’exposition à la stigmatisation effective constitue un facteur de risque pour une mauvaise relation avec l’école, qu’un climat scolaire inclusif face à la population LGBTQ est un facteur de protection et que le rapport entre un climat inclusif et l’intérêt pour l’école est modifié considérablement par la stigmatisation effective. Dans une optique fondée sur les théories actuelles, ces résultats représentent une contribution notable à la recherche en éducation en évoquant l’importance de fournir un milieu scolaire sain pour les élèves appartenant à une minorité sexuelle

Online prevention of disordered eating in at-risk young-adult women: A two-country pragmatic randomized controlled trial

This article has been published in a revised form in Psychological Medicine. This version is free to view and download for private research and study only. Not for re-distribution, re-sale or use in derivative works. © Cambridge University Press 2017. This author accepted manuscript is made available following 6 month embargo from date of publication (Dec 2017) in accordance with the publisher’s copyright policyDisordered eating (DE) is a widespread, serious problem. Efficacious prevention programs that can be delivered at-scale are needed. A pragmatic randomized controlled trial of two online programs was conducted. Participants were young-adult women from Australia and New Zealand seeking to improve their body image. Media Smart-Targeted (MS-T) and Student Bodies (SB) were both 9-module interventions released weekly, whilst control participants received positive body image information. Primary [Eating Disorder Examination–Questionnaire (EDE-Q) Global], secondary (DE risk factors) and tertiary (DE) outcome measures were completed at baseline, post-program, 6- and 12-month follow-up. Baseline was completed by 608 women (M age = 20.71 years); 33 were excluded leaving 575 randomized to: MS-T (N = 191); SB (N = 190) or control (N = 194). Only 66% of those randomized to MS-T or SB accessed the intervention and were included in analyses with controls; 78% of this sample completed measures subsequent to baseline. Primary intent-to-treat (ITT) analyses revealed no differences between groups, while measure completer analyses found MS-T had significantly lower EDE-Q Global than controls at 12-month follow-up. Secondary ITT analyses found MS-T participants reported significantly higher quality of life–mental relative to both SB and controls (6-month follow-up), while MS-T and controls had lower clinical impairment relative to SB (post-program). Amongst measure completers, MS-T scored significantly lower than controls and SB on 5 variables. Of those with baseline DE, MS-T participants were significantly less likely than controls to have DE at 12-month follow-up. Given both programs were not therapist-moderated, MS-T has potential to achieve reductions in DE risk at low implementation costs

The impact of three evidence-based programmes delivered in public systems in Birmingham, UK

The Birmingham Brighter Futures strategy was informed by epidemiological data on child well-being and evidence on “what works,” and included the implementation and evaluation of three evidence-based programmes in regular children’s services systems, as well as an integrated prospective cost-effectiveness analysis (reported elsewhere). A randomised controlled trial (RCT) of the Incredible Years BASIC parenting programme involved 161 children aged three and four at risk of a social-emotional or behavioural disorder. An RCT of the universal PATHS social-emotional learning curriculum involved children aged four–six years in 56 primary schools. An RCT of the Level 4 Group Triple-P parenting programme involved parents of 146 children aged four–nine years with potential social-emotional or behavioural disorders. All three studies used validated standardised measures. Both parenting programme trials used parentcompleted measures of child and parenting behaviour. The school-based trial used teacher reports of children’s behaviour, emotions, and social competence. Incredible Years yielded reductions in negative parenting behaviours among parents, reductions in child behaviour problems, and improvements in children’s relationships. In the PATHS trial, modest improvements in emotional health and behavioural development after one year disappeared by the end of year two. There were no effects for Triple-P. Much can be learned from the strengths and limitations of the Birmingham experience

Bostonia: v. 63, no. 3

Founded in 1900, Bostonia magazine is Boston University's main alumni publication, which covers alumni and student life, as well as university activities, events, and programs