Review of Jennifer Morton’s Moving Up Without Losing Your Way

Studies in Philosophy and Education -     

Basements and Intersections

In this paper, I revisit Kimberlé Crenshaw's argument in “Demarginalizing the Intersection of Race and Sex” (1989) to recover a companion metaphor that has been largely forgotten in the “mainstreaming” of intersectionality in (white‐dominated) feminist theory. In addition to the now‐famous intersection metaphor, Crenshaw offers the basement metaphor to show how—by privileging monistic, mutually exclusive, and analogically constituted categories of “race” and “sex” tethered, respectively, to masculinity and whiteness—antidiscrimination law functions to reproduce social hierarchy, rather than to remedy it, denying Black women plaintiffs legal redress. I argue that in leaving the basement behind, deployments of “intersectionality” that deracinate the concept from its origins in Black feminist thought also occlude Crenshaw's account of the socio‐legal reproduction of hierarchical power.     

On the Logic of Acceptance and Rejection

The logic of acceptance and rejection (AEL2) is a nonmonotonic formalism to represent states of knowledge of an introspective agent making decisions about available information. Though having much in common, AEL2 differs from Moore's autoepistemic logic (AEL) by the fact that the agent not only can accept or reject a given fact, but he/she also has the possibility not to make any decision in case he/she does not have enough knowledge.     

The squeezing effect: the cross-cultural experience of international students

The experience of overseas students on study programmes in a higher educational setting in the UK is explored, in an attempt to identify, from the perspective of the individual, how/why the self might be affected during this 'transitional' period. The adjustment required in this period involves accommodating oneself within the frames of reference of the host culture, entailing an apparent tendency to attempt to squeeze one's identity within pre-established conventions. Language restrictions and other affective and situational factors are seen as being detrimental to academic performance, having a knock-on effect on the 'self-concept', and on the overall educational experience, respectively. This issue should be addressed in the context of guidance and counselling, and academic and personal support, for international students.     

Psychological correlates of salivary cortisol secretion among unemployed men and women

The aim of the present study was to examine the association between psychological factors and salivary cortisol secretion (baseline level, reactivity to laboratory stressors) in a sample of 59 long-term unemployed men and women (mean age 42±10 years). Subjects were divided into four groups according to their basal levels of salivary cortisol as well as their reactivity to experimental stress (stress level minus baseline): (1) low base/low reactivity; (2) high base/low reactivity; (3) low base/high reactivity; and (4) high base/high reactivity. The low base/low reactivity group was characterized by significantly higher somatic anxiety, muscular tension, irritability, and depression (Beck’s Depression Inventory) and lower perceived control (mastery) than the other groups. The low base/high reactivity group was also characterized by depression and low perceived control. The high base/low reactivity group was higher in terms of monotony avoidance, Type-A behavior (JAS) and mastery, but lower in depression. The results indicate that (1) individuals with personality traits reflecting emotional distress are more vulnerable to exhaustion of the HPA-axis following long-term unemployment and (2) monotony avoidance and Type-A behavior, at least temporarily, seem to exert a beneficial influence on mental well-being among long-term unemployed individuals.     

Adolescent reading skill and engagement with digital and traditional literacies as predictors of reading comprehension

This study investigates the concurrent predictors of adolescent reading comprehension (literal, inferential) for fiction and non‐fiction texts. Predictors were examined from the cognitive (word identification, reading fluency), psychological (gender), and ecological (print exposure) domains. Print exposure to traditional and digital texts was surveyed using a diary method of reading habits. A cross‐sectional sample of 312 students in early (11–13 years) or middle adolescence (14–15 years) participated from a range of SES backgrounds. Word identification emerged as a strong predictor of reading comprehension across adolescence and text genres. Gender effects favouring female students were evident for reading frequency but not for reading skill itself. Reading habits also differed, and comprehension advantages were observed among females for fiction and males for non‐fiction. Age effects emerged for reading frequency, which was lower in middle adolescence. Although more time was spent on digital than on traditional texts, traditional extended text reading was the only reading habit to predict inference‐making in comprehension and to distinguish skilled from less skilled comprehenders. The theoretical and educational implications of these results are discussed.     

Mothers', fathers' and children's perceptions of parents' expectations about children's family obligations in nine countries

Children's family obligations involve assistance and respect that children are expected to provide to immediate and extended family members and reflect beliefs related to family life that may differ across cultural groups. Mothers, fathers and children (N = 1432 families) in 13 cultural groups in 9 countries (China, Colombia, Italy, Jordan, Kenya, Philippines, Sweden, Thailand and United States) reported on their expectations regarding children's family obligations and parenting attitudes and behaviours. Within families, mothers and fathers had more concordant expectations regarding children's family obligations than did parents and children. Parenting behaviours that were warmer, less neglectful and more controlling as well as parenting attitudes that were more authoritarian were related to higher expectations regarding children's family obligations between families within cultures as well as between cultures. These international findings advance understanding of children's family obligations by contextualising them both within families and across a number of diverse cultural groups in 9 countries.