Perceptions of Female and Male Managers in the 1990s: Plus ça change . . .

Sex Roles - Despite an increase in the number of womenmanagers, women frequently have difficulty advancing toupper levels of management. Researchers such as V . E.Schein [(1973), “The...     

IV. Logic and truth‐finding in society and sociology

The question of sociological truth‐finding is posed in the light of the view that logical formalizations, along with other arguments, only acquire relevance in illocutionary contexts, where it is not so much the abstract correctness of a sentence as the stating of it that counts. In order to become a counterfactual an argument requires its antecedent to be recognized as being contrary to the ‘facts’. To this extent there is a clear link with ‘reality’ or with a view of the world that is taken as factually given. Social science develops on the basis not only of generalizations but also of historical facts and political requirements. The question arises: in terms of what world‐view or purpose can we unambiguously declare a conditional to be a counterfactual ‐ and a significant or non‐trivial one at that? Further, can Elster's clarifications help identify political agents and the proper entities within and through which political action is performed? Finally, the problem‐solving capacity of the concept of closeness of one possible world to another or to the actual world, especially with regard to counterfactuals and causality, is questioned.     

A Review of: “Remembering the Times of Our Lives: Memory in Infancy and Beyond. By Patricia J. Bauer.”

Patricia Bauer's impressive book, Remembering the Times of Our Lives: Memory in Infancy and Beyond, traces the development of autobiographical memory from infancy to adulthood. Drawing on a variety of different lines of evidence, ranging from brain development to cognitive development, this book reviews the fundamental questions (e.g., why do we remember so little about early childhood?) and proposes some provocative answers. Both experts and novices will have much to gain from this volume.     

LGBTQ Adolescents’ Positive and Negative Emotions and Experiences in U.S. High Schools

In a national survey of more than 19,000 U.S. high school students, we compared how LGBTQ youth and their non-LGBTQ peers felt at school and how they perceived social and academic experiences. We examined differences in emotions and school experiences across gender identities, sexual identities, and their intersections. LGBTQ adolescents reported significantly more frequent negative emotions and bullying, consistent with previous research. LGBTQ students also reported less frequent experiences of positive emotions at school and less frequent positive school experiences (i.e., positive peer and teacher relationships, subjective task value, and persistence support). Students who were both gender and sexual identity minority reported the most frequent negative and least frequent positive experiences at school, compared to students who were neither a gender or sexual identity minority. Analyses of the intersection of gender and sexual identity showed that heterosexual male students experienced more frequent positive emotions and school experiences, and fewer negative emotions and bullying, compared to all other groups. We discuss how these differences might be addressed through school interventions and future research.     

Affective Honesty and Compassion Come in Many Forms: Discussion of “Love (and Hate) With the Proper Stranger: Affective Honesty and Enactment,” By Holly Levenkron,L.I.C.S.W.

Holly Levenkron's work with her patient, Ali, beautifully illustrates one way that a creative analyst makes superb use of her own experience to communicate and negotiate with great affective honesty. Holly's analytic style emphasizes the effective use of a particular kind of self-disclosure and a way of thinking about intersubjectivity and enactment associated with the contemporary Relational movement. Yet, it may be Holly's personal willingness to allow the analytic relationship to profoundly destabilize and influence her that most engages Ali in their work.

An imaginary analytic scenario is described with an analyst, Dr. X, who like Holly is destabilized by Ali but whose thinking about intersubjectivity and enactment emphasizes an empathic immersion in Ali's experience of the analytic relationship. In contrast to Holly, Dr. X focuses primarily on grasping and interpreting the adaptive strivings that animate Ali's differently organized subjective world.

The underlying capacity to acknowledge and use the analyst's own version of the patient's issues may also characterize analyses such as that of the hypothetical Dr. X—in style that are more explicitly “interpretive” (less confrontative) than Holly's work. These two contrasting approaches highlight the wide range of ways to think about intersubjectivity, enactment, and affective honesty in the analytic process.     

Dialectic and dialogue in the hermeneutics of Paul Ricœur and H.G. Gadamer

The present paper uses the theme of dialectic and dialogue to begin unraveling the similarities and differences between the hermeneutics of Paul Ricoeur and H.G. Gadamer. Ricoeur is shown to distance himself from Heidegger by insisting on a dimension of explanation and distanciation (which he sometimes identifies with Plato's `descending dialectic') that cannot be reduced to, or absorbed by, understanding and appropriation. This same move, however, leads him to reject Platonic dialogue, with the attendant prioritizing of oral conversation over the written text, as a model for hermeneutics. Ricoeur therefore sees in Gadamer's recourse to such a model a regression to the problematic position of Heidegger. Yet the conception of philosophy as dialectical and dialogical which Gadamer finds in Plato is capable of responding to Ricoeur's objections. Where the fundamental difference between the hermeneutics of Ricoeur and Gadamer emerges is in the question of whether experience is fundamentally dialectical and whether language is inherently dialogical.