The Experts below are selected from a list of 13812 Experts worldwide ranked by ideXlab platform
Alice Szczepanikova - One of the best experts on this subject based on the ideXlab platform.
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Chechen women in war and exile: changing gender roles in the context of violence
Nationalities Papers, 2015Co-Authors: Alice SzczepanikovaAbstract:The article analyzes Chechen women's everyday experiences of war and violence and outlines their multiple effects on women's roles and identities. Particular attention is paid to how these effects are shaped by generational differences. The study is based on 35 oral history interviews with Chechen women in Austria, Germany, and Poland. The experience of two Russo–Chechen wars reinforced domesticated forms of femininity. It also exposed women to intensified nonmilitary forms of gendered violence. At the same time, some of the traditional roles were transformed, for example, when women became the main breadwinners for their families. Women's heightened realization of their importance in securing the well-being of their families and communities empowered them and created a Sense of Solidarity and responsibility reaching beyond their households. This has generated a level of insecurity among some sections of Chechen society and the Moscow-backed Chechen administration of Ramzan Kadyrov puts considerable effor...
Michelle K Ryan - One of the best experts on this subject based on the ideXlab platform.
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why do men and women challenge gender discrimination in the workplace the role of group status and in group identification in predicting pathways to collective action
Journal of Social Issues, 2009Co-Authors: Aarti Iyer, Michelle K RyanAbstract:Group status and group identification were hypothesized to moderate the predictors of collective action to challenge gender discrimination against women. Higher identifiers were expected to respond to the inequality through the lens of their in-group's interests. Among highly identified women, collective action was predicted by appraisals of illegitimacy and feelings of anger, suggesting that they felt a Sense of Solidarity with the victims and experienced the justice violation as personally relevant. In contrast, higher identification with the high-status group should reflect more investment in the advantaged in-group, relative to the interests of the victimized out-group members. Thus, among highly identified men, collective action intentions were predicted by perceiving the inequality as pervasive (i.e., not limited to a few cases) and feelings of sympathy for victims. This suggests that highly identified men did not experience the inequality as self-relevant until they saw it as too widespread to be ignored. In contrast, men and women with lower gender group identification demonstrated more similar pathways to collective action, where sympathy was the main predictor. Theoretical and practical implications are discussed.
Jared L. Peifer - One of the best experts on this subject based on the ideXlab platform.
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The Economics and Sociology of Religious Giving: Instrumental Rationality or Communal Bonding?
Social Forces, 2010Co-Authors: Jared L. PeiferAbstract:Religious individuals commonly make sizable monetary sacrifices by contributing to their congregations. This social action resides in the overlap of religious and economic realms of behavior, creating a certain tension. Following a Weberian approach to social inquiry, I treat religious giving as social action whereby individuals direct their value-rational and instrumental-rational behavior towards others. Using data from the American Congregational Giving Survey and the Social Capital Community Benchmark Survey, I test hypotheses derived from a rational choice perspective, the Sense of Solidarity one feels, and from the religious meaning of the giver. Rational choice hypotheses produce mixed results, the Solidarity impact is confirmed, and high levels of religiosity have a strong impact on giving.
Maria D. Guzman - One of the best experts on this subject based on the ideXlab platform.
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How Adolescents Develop Responsibility: What Can Be Learned From Youth Programs
Journal of Research on Adolescence, 2014Co-Authors: Ida Salusky, Reed W. Larson, Aisha N. Griffith, Marcela Raffaelli, Niwako Sugimura, Maria D. GuzmanAbstract:This theory-building qualitative study examined how youth develop responsibility within the context of organized youth programs. Interviews were conducted with ethnically diverse youth, parents, and adult leaders from four programs for high school–aged teens. Analysis suggested that youth develop responsibility through a four-step cycle: (1) voluntarily taking on roles and obligations, (2) experiencing challenge and strain, (3) being motivated to fulfill their obligations, and (4) internalizing a self-concept that leads to responsible behavior in other contexts. Leaders support this learning cycle by creating program structures and providing ongoing support that helps youth experience ownership of demanding roles. Peers contribute by providing a Sense of Solidarity while also imposing mutual accountability.
Koen Lombaerts - One of the best experts on this subject based on the ideXlab platform.
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Facebook class groups of high school students: their role in establishing social dynamics and learning experiences
Learning Environments Research, 2019Co-Authors: Jaël Muls, Free Backer, Valérie Thomas, Koen LombaertsAbstract:The study’s main aim was to explore the role of Facebook class groups, created and managed by high-school students, in facilitating social dynamics and learning experiences. Fourteen Facebook class groups were observed online and students were subsequently questioned through focus-group interviews. Our findings show that Facebook class groups can promote both bonding and learning. Bonding can be enhanced because Facebook class groups foster a Sense of Solidarity and unity among students. Also, Facebook can stimulate (social) learning because students gain more insights in the subject matter and are challenged to carry out an evaluation of their own study methods and progress. Therefore, drawing on the theories of seamless learning and affinity spaces, we conclude that Facebook class groups are important for social affiliation and effective learning.
