The Experts below are selected from a list of 39 Experts worldwide ranked by ideXlab platform
Konvalinka Nancy - One of the best experts on this subject based on the ideXlab platform.
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Deciding where to belong : gender differences in educational trajectories and migration in a rural Spanish town
2021Co-Authors: Konvalinka Nancy, Universitat Autònoma De Barcelona. Departament D'antropologia Social IAbstract:From an anthropological perspective, formal post-secondary schooling is not an abstractentity with an intrinsic value that everyone finds desirable, but rather one alternative among many that young people evaluate from their different positions in the social field. The problem discussed in this paper is the diverging life trajectories that young men and women in a concrete rural context, at the end of the 20th century, shape for themselves at the ages of 14-16, a moment of decision created by national legislation regarding mandatory education (LGE, 1970, General Education Law, and LOGSE, 1990, General Organic Law of the Education System). Despite a strong cultural norm of equal inheritance divided among all children, male and female, and despite the equal educational opportunities provided by the Spanish State, different meanings of possession and use-rights over land and the resulting culturally accepted gendered division of work converge to orient men and women differently towards post-secondary schooling. Observation of the age, gender, and civil Status Structure of the population led to the preliminary query: Why do men and women, in this town, behave differently with respect to migration and marriage? The main hypothesis was that women's longer school trajectories and resulting migration and men's anchoring in the town and their higher rates of celibacy were not drastic changes in values, in the positional-relational sense of Bourdieu (1988, 2002), but the current outcome of previously existing dissimilar relations to property that produce dissimilar mobility. Through their schooling and work choices, young men and women, at very early ages, locate themselves in, or decide to belong to, different contexts that later reveal very different possibilities of finding marriage partners. This paper is based on an ethnographic study of a small rural town (302 inhabitants in 1950; 193 in 2000) near Leon. Although this paper deals with the situation in the final decades of the 20th century, we must also consider the first half of the century, where some elements that shape this situation have their roots. Fieldwork was carried out between 1988 and 2001, in periods of differing length and intensity. The social subjects discussed here are the domestic unit and its component members. They were studied in conjunction, analyzing the life-trajectory decisions of specific persons in the framework of the domestic unit and the relations among people and property which comprise it. The tried-and-true methods of ethnographic research -participant observation, interviews, and life-histories, etc.- were employed. Archival research was also important for producing demographic data. Demographic analysis, the analysis of the composition and transformation of domestic units, and the creation of life trajectories were among the principal techniques used. The theoretical analysis was oriented by Bourdieu's (2002) framework of the social field, habitus, and difference
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Deciding Where to Belong. Gender Differences in Educational Trajectories and Migration in a Rural Spanish Town
2021Co-Authors: Konvalinka NancyAbstract:Este texto se presentó como comunicación al II Congreso Internacional de Etnografía y Educación: Migraciones y ciudadanías. Barcelona, 5-8 Septiembre 2008.From an anthropological perspective, formal post-secondary schooling is not an abstractentity with an intrinsic value that everyone finds desirable, but rather one alternative among many that young people evaluate from their different positions in the social field. The problem discussed in this paper is the diverging life trajectories that young men and women in a concrete rural context, at the end of the 20th century, shape for themselves at the ages of 14-16, a moment of decision created by national legislation regarding mandatory education (LGE, 1970, General Education Law, and LOGSE, 1990, General Organic Law of the Education System). Despite a strong cultural norm of equal inheritance divided among all children, male and female, and despite the equal educational opportunities provided by the Spanish State, different meanings of possession and use-rights over land and the resulting culturally accepted gendered division of work converge to orient men and women differently towards post-secondary schooling.Observation of the age, gender, and civil Status Structure of the population led to the preliminary query: Why do men and women, in this town, behave differently with respect to migration and marriage? The main hypothesis was that women's longer school trajectories and resulting migration and men's anchoring in the town and their higher rates of celibacy were not drastic changes in values, in the positional-relational sense of Bourdieu (1988, 2002), but the current outcome of previously existing dissimilar relations to property that produce dissimilar mobility. Through their schooling and work choices, young men and women, at very early ages, locate themselves in, or decide to belong to, different contexts that later reveal very different possibilities of finding marriage partners. This paper is based on an ethnographic study of a small rural town (302 inhabitants in 1950; 193 in 2000) near Leon. Although this paper deals with the situation in the final decades of the 20th century, we must also consider the first half of the century, where some elements that shape this situation have their roots. Fieldwork was carried out between 1988 and 2001, in periods of differing length and intensity. The social subjects discussed here are the domestic unit and its component members. They were studied in conjunction, analyzing the life-trajectory decisions of specific persons in the framework of the domestic unit and the relations among people and property which comprise it. The tried-and-true methods of ethnographic research -participant observation, interviews, and life-histories, etc.- were employed. Archival research was also important for producing demographic data. Demographic analysis, the analysis of the composition and transformation of domestic units, and the creation of life trajectories were among the principal techniques used. The theoretical analysis was oriented by Bourdieu's (2002) framework of the social field, habitus, and difference
Whitney Berta - One of the best experts on this subject based on the ideXlab platform.
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the ties that bind strategic actions and Status Structure in the us investment banking industry
Organization Studies, 2002Co-Authors: Whitney BertaAbstract:We applied Giddens' (1979, 1984) structuration theory to investigate the US investment banking industry and found support for the notion that industry network Structure impacts the strategic actions of the firms embedded in it, and that the Status hierarchy component of the industry Structure is reproduced by the dyad-level interactions of firms in this industry. Investment banks conform to the homophily phenomenon — they tend to transact with others in the industry of similar Status. Status ranking also enables high-Status banks to maintain an extensive exchange relationship with other banks, while Status ranking constrains low-Status banks to transact repeatedly with banks with which they have previously transacted.
Naomi Ellemers - One of the best experts on this subject based on the ideXlab platform.
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social identity as both cause and effect the development of group identification in response to anticipated and actual changes in the intergroup Status hierarchy
British Journal of Social Psychology, 2002Co-Authors: Bertjan Doosje, Russell Spears, Naomi EllemersAbstract:This study investigates how in-group identification develops during group interaction and forms a dynamic input and output that changes over time. Phase 1 of the study shows how initial level of identification in combination with anticipated changes in the intergroup Status hierarchy, predicts subsequent levels of identification. Whereas low identifiers only express solidarity with their group to the extent that the improvement of group Status constitutes a likely prospect, high identifiers maintain commitment even if their group faces an uncertain or bleak future. During Phase 2 of the study, it is shown how low and high identifiers respond differently to actual changes in the intergroup Status Structure. Overall, low identifiers seem more instrumental than high identifiers, in the sense that the former are only prepared to affirm identification with a low Status group when Status improvement is imminent, or has actually been realized. These results are discussed with reference to social identity theory.
Rene Veenstra - One of the best experts on this subject based on the ideXlab platform.
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Structure matters the role of clique hierarchy in the relationship between adolescent social Status and aggression and prosociality
Journal of Youth and Adolescence, 2015Co-Authors: Kim Pattiselanno, Jan Kornelis Dijkstra, Christian Steglich, Wilma A M Vollebergh, Rene VeenstraAbstract:Peer cliques form an important context for the social development of adolescents. Although clique members are often similar in social Status, also within cliques, Status differences exist. How differences in social Status between clique members are related to behaviors of its individual members is rather unknown. This study examined to what extent the relationship of individual social Status (i.e., perceived popularity) with aggression and prosocial behavior depends on the level of internal clique hierarchy. The sample consists of 2674 adolescents (49.8 % boys), with a mean age of 14.02. We focused specifically on physical and relational aggression, and practical and emotional support, because these behaviors have shown to be of great importance for social relationships and social standing among adolescents. The internal Status hierarchy of cliques was based on the variation in individual social Status between clique members (i.e., clique hierarchization) and the Structure of Status scores within a clique (pyramid shape, inverted pyramid, or equal distribution of social Status scores) (i.e., clique Status Structure). The results showed that differences in aggressive and prosocial behaviors were particularly moderated by clique Status Structure: aggression was stronger related to individual social Status in (girls’) cliques where the clique Status Structure reflected an inverted pyramid with relatively more high Status adolescents within the clique than low Status peers, and prosocial behavior showed a significant relationship with individual social Status, again predominantly in inverted pyramid Structured (boys’ and girls’) cliques. Furthermore, these effects differed by types of gender cliques: the associations were found in same gender but not mixed-gender cliques. The findings stress the importance of taking into account internal clique characteristics when studying adolescent social Status in relationship to aggression and prosociality.
Universitat Autònoma De Barcelona. Departament D'antropologia Social I - One of the best experts on this subject based on the ideXlab platform.
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Deciding where to belong : gender differences in educational trajectories and migration in a rural Spanish town
2021Co-Authors: Konvalinka Nancy, Universitat Autònoma De Barcelona. Departament D'antropologia Social IAbstract:From an anthropological perspective, formal post-secondary schooling is not an abstractentity with an intrinsic value that everyone finds desirable, but rather one alternative among many that young people evaluate from their different positions in the social field. The problem discussed in this paper is the diverging life trajectories that young men and women in a concrete rural context, at the end of the 20th century, shape for themselves at the ages of 14-16, a moment of decision created by national legislation regarding mandatory education (LGE, 1970, General Education Law, and LOGSE, 1990, General Organic Law of the Education System). Despite a strong cultural norm of equal inheritance divided among all children, male and female, and despite the equal educational opportunities provided by the Spanish State, different meanings of possession and use-rights over land and the resulting culturally accepted gendered division of work converge to orient men and women differently towards post-secondary schooling. Observation of the age, gender, and civil Status Structure of the population led to the preliminary query: Why do men and women, in this town, behave differently with respect to migration and marriage? The main hypothesis was that women's longer school trajectories and resulting migration and men's anchoring in the town and their higher rates of celibacy were not drastic changes in values, in the positional-relational sense of Bourdieu (1988, 2002), but the current outcome of previously existing dissimilar relations to property that produce dissimilar mobility. Through their schooling and work choices, young men and women, at very early ages, locate themselves in, or decide to belong to, different contexts that later reveal very different possibilities of finding marriage partners. This paper is based on an ethnographic study of a small rural town (302 inhabitants in 1950; 193 in 2000) near Leon. Although this paper deals with the situation in the final decades of the 20th century, we must also consider the first half of the century, where some elements that shape this situation have their roots. Fieldwork was carried out between 1988 and 2001, in periods of differing length and intensity. The social subjects discussed here are the domestic unit and its component members. They were studied in conjunction, analyzing the life-trajectory decisions of specific persons in the framework of the domestic unit and the relations among people and property which comprise it. The tried-and-true methods of ethnographic research -participant observation, interviews, and life-histories, etc.- were employed. Archival research was also important for producing demographic data. Demographic analysis, the analysis of the composition and transformation of domestic units, and the creation of life trajectories were among the principal techniques used. The theoretical analysis was oriented by Bourdieu's (2002) framework of the social field, habitus, and difference