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Structural Disadvantage (structural + disadvantage)

Distribution by Scientific Domains

Humanities and Social Sciences	40%

Selected Abstracts

GENDER, STRUCTURAL DISADVANTAGE, AND URBAN CRIME: DO MACROSOCIAL VARIABLES ALSO EXPLAIN FEMALE OFFENDING RATES?,

CRIMINOLOGY, Issue 2 2000
DARRELL STEFFENSMEIER
Building on prior macrosocial-crime research that sought to explain either total crime rates or male rates, this study links female offending rates to structural characteristics of U.S. cities. Specifically, we go beyond previous research by: (1) gender disaggregating the Uniform Crime Report (UCR) index-crime rates (homicide, robbery, aggravated assault, burglary, larceny-theft) across U.S. cities; (2) focusing explicitly on the effects of structural disadvantage variables on the index-offending rates of females; and (3) comparing the effects of the structural variables on female rates with those for male rates. Alternative measures of structural disadvantage are used to provide more theoretically appropriate indicators, such as gender-specific poverty and joblessness, and controls are included for age structure and structural variables related to offending. The main finding is consistent and powerful: The structural sources of high levels of female offending resemble closely those influencing male offending, but the effects tend to be stronger on male offending rates. [source]

Why Doesn't the Creed Read "Always Be Critical"?

ANTHROPOLOGY & EDUCATION QUARTERLY, Issue 2 2001
An Examination of a Liberal Curriculum
Using ethnographic data collected in a second grade classroom over the course of a school year, this paper describes the ways in which one school's discourse of liberalism is deleteriously deployed. We view the school's discipline creed as emblematic of the school's liberal curriculum, and interrogate the effects on four African American boys in the classroom when the school enacts this creed. Despite the agency that these boys obviously had, they were unable to control the ways in which they were placed at a structural disadvantage and manipulated by a system far more powerful than they were. The results were that these four boys suffered. Not only did the intended liberal curriculum fail to be translated fully into the enacted curriculum, the liberal underpinnings of this curriculum precluded teachers and students from taking any critical stance. [source]

Winning a new priority for disabled children: the Every Disabled Child Matters campaign

JOURNAL OF PUBLIC AFFAIRS, Issue 3 2009
Steve Broach
Over the past 4 years, the Every Disabled Child Matters campaign has secured almost £780 million in new funding for disabled children's services and has laid the foundation for addressing structural disadvantages for disabled children. Critical success factors for the campaign have included clear aims, a tight core strategy group, a leading political champion, widespread parliamentary support and effective mobilisation of disabled children and their families as campaigners. The campaign caught policymakers' attention at the right point to leverage significant support for a previously marginalised social group. Copyright © 2009 John Wiley & Sons, Ltd. [source]

The Pursuit of Postsecondary Education: A Comparison of First Nations, African, Asian, and European Canadian Youth,

CANADIAN REVIEW OF SOCIOLOGY/REVUE CANADIENNE DE SOCIOLOGIE, Issue 1 2009
VICTOR THIESSEN
Utilisant l'Enquête auprès des jeunes en transition (EJET), sondage longitudinal nationalement représentatif, l'auteur examine l'argument voulant que les résultats éducationnels inférieurs de diverses minorités visibles et d'immigrants seraient attribués à leurs désavantages socioéconomiques, tandis que les résultats supérieurs des autres minorités visibles auraient pour cause leur soutien culturel. Les analyses rapportent des inégalités non négligeables dans le parcours pédagogique des Premières nations, des minorités visibles et des immigrants. Cependant, ni leur emplacement structurel ni leurs attributs culturels (ni les deux ensemble) n'expliquent entièrement les différences de leur parcours pédagogique ni ne peuvent être réduits à un simple modèle dans lequel les désavantages structurels détermineraient les résultats inférieurs et les facteurs culturels les supérieurs. Using the nationally representative longitudinal Youth in Transition Survey, this paper examines the argument that inferior educational outcomes of various visible minorities and immigrants can be attributed to their socio-economic disadvantages, while superior outcomes of other visible minorities is due to their cultural supports. The analyses document sizeable inequalities in educational pathways of First Nations, visible minorities, and immigrants. However, neither structural location nor cultural attributes (nor both in conjunction) totally account for differences in their educational pathways nor can they be reduced to a simple pattern whereby structural disadvantages account for inferior pathways and cultural factors for superior ones. [source]