SOCIAL CLASS, SOCIAL CHANGE, AND GENDER

This article explores the implications of social class background in the lives of women who attended Radcliffe College in the late 1940s and in the early 1960s. Viewing social classes as "cultures" with implications for how individuals understand their worlds, we examined social class background and cohort differences in women's experiences at Radcliffe, their adult life patterns, their constructions of women's roles, and the influence of the women's movement in their lives. Results indicated that women from working-class backgrounds in both cohorts felt alienated at Radcliffe. Cohort differences, across social class, reflected broad social changes in women's roles in terms of the rates of divorce, childbearing, level of education, and career activity. There were few social class-specific social changes, but there were a number of social class differences among the women in the Class of 1964. These differences suggested that women from working-class backgrounds viewed women's marital role with some suspicion, whereas women from middle- and upper-class backgrounds had a more positive view. Perhaps for this reason, working-class women reported that the women's movement confirmed and supported their skeptical view of middle-class gender norms.     

SOCIAL PSYCHOLOGY

The central theme of this article is that a feminist perspective is not only compatible with the history, objectives, and emphases of social psychology, but necessary for its continued vitality. In view of social psychology's humanist roots and its "nurturist" and "social optimist" tenets, it is not surprising that feminist scholarship has flourished within it. Situational factors and group membership—the focus of social psychological inquiry—are also key to understanding how culture constructs gender, a central issue in the feminist agenda. Some of the important women in the early decades of American psychology are claimed as foremothers of social psychology and as feminist voices, and the feminist perspective is defined and identified in terms of its major interrelated themes. The influence of feminist scholarship on contemporary social psychology is illustrated, and it is argued that a feminist perspective will become increasingly more visible.     

SOCIAL JUSTICE

Social justice (which includes retributive and distributive justice) is most clearly satisfied by a system of Divine rewards and punishments: an omnipotent, omniscient, perfectly just Being could determine in each case how much effort was made and effect the appropriate distribution of rewards and punishments. A correct understanding of social justice naturally leads us to suppose that there is an afterlife, a God, a free choice — though it is logically possible at least that social justice could be satisfied in some future (very advanced) human society. There will still be those who have their doubts about the correctness of any view according to which justice cannot be attained by fallible creatures who have an incomplete knowledge of one another's behaviour. But, surely, these doubts are not sufficient to discredit my view. There is no a priori reason for rejecting such a view. There is nothing about our use of the term ‘justice’ and its cognates which implies that such a view is mistaken. (Otherwise the statement “There is no justice in this world’ would be meaningless.) To the contrary, there are widely held religious views, Christian as well as non-Christian, which take this view quite seriously. If there is no a priori reason for rejecting this view, then there must be some independent reason for rejecting it. In other words, we need some independent reasons for believing that social justice can be attained by fallible creatures with limited knowledge. The mere fact that we might feel uncomfortable with my theory is not reason enough to reject it. Finally, those who do experience this discomfort might ask themselves whether such discomfort stems from their moral experience or whether they are simply intent on finding justice in imperfect human institutions.     

SOCIAL CLASS PERCEPTION AND SOCIAL STATUS AMONG SWEDISH YOUTH

Social class perception (identification) was studied as a function of ‘objective’ status (socioeconomic level) and class (occupational class) using a sample of Swedish high school students. Confirming the two minor hypotheses, the results disclosed that class perception was affected by both the ‘objective’ class and status of the subject: the manual occupational class, and those with low socioeconomic status, had in general a higher proportion of working-class identification than the nonmanual class, and those with low socioeconomic status, respectively. However, the major hypothesis, an interaction hypothesis stating that manuals are not affected by status in their class perceptions, was not confirmed. The results are discussed in the context of social psychological theory and earlier empirical research.     

FEMINIST SOCIAL PROCESS

Abstract

A qualitative semi-structured interview was used to explore the interaction between Christian women's sexuality and spirituality and the impact of sex-negative messages on sexual and spiritual development of 10 Caucasian, middle-aged Christian women. A salient feature of this negative interaction was the women's attempts to reduce the dissonance between their sexuality and spirituality, which reflected a developmental process. Results are discussed in terms of the difficulty Christian women face in being able to integrate their sexuality and spirituality. The study revealed that integration is not an end but an ongoing process. Clinical implications and recommendations for future research are offered.     

ADOLESCENTS' PERCEPTIONS OF SOCIAL CONFLICTS IN TELEVISION NEWS AND SOCIAL REALITY

This study examined Israeli adolescents' differential perception of social conflicts in society and of their presentation by TV news, given the assumption that TV presents a distorted picture of real social conflicts along three dimensions: complexity, intensity, and solvability. It was hypothesized that age and degree of remoteness of social conflicts from one's life experiences will account for the main differences in an adolescent's differential perception of social conflicts. The sample consisted of 492 9th-grade and 425 12lh-grade Israeli adolescents. The data indicate that the older adolescents typically differentiate between the two realms of reality to a greater degree than do the younger adolescents. This is the case for three conflicts (school integration, labor disputes, and political terrorism) across the three dimensions. Moreover, the highest degree of differentiation between the two realms of reality was found for both age groups in the school integration conflict, with which the respondents were presumed to be most familiar, and the least differentiation for the conflict concerning political terrorism, with which they were presumed to have had the least experience.     

儿童社会适应的社会信息加工模型及其特殊应用

亲社会儿童具有独特的社会信息加工特点:友善的归因倾向,关系性目标定向,对亲社会行为反应做积极评价等。应用SIP范式对儿童亲社会行为进行研究,不仅有助于研究者更清楚地揭示社会认知与亲社会行为之间的关系,理解儿童社会性发展的机制,而且还对儿童的行为矫正和训练具有积极意义。但是,SIP模型应用于亲社会行为研究时在理论模型及方法工具上还存在一定的局限。