The role of group identification in the well-being of Spaniards with gypsy ethnicity

ABSTRACT

Objective: To describe the role of sex, age, educational level and psychosocial group-identification factors in well-being and satisfaction with life. Method: 229 Spanish Gypsies completed a survey of demographic data, psychological well-being, life satisfaction, ethnic identity and the individual’s inclusion of self within the ingroup. Results: (a) only level of studies is related to satisfaction with life; (b) participants with higher scores in ethnic identity reported more well-being and more life satisfaction; and (c) assessment of ethnic belonging affects more areas of well-being than does perception of closeness to the ingroup. Conclusion: objective conditions of deprivation are not related to well-being as reported by the participants; it is important to study how Spanish Gypsies value and perceive their ethnicity in order to predict their well-being and satisfaction with life.     

Power Dynamics and Organisational Change: An Introduction

Cet article propose un cadre conceptuel pour appréhender les dynamiques de pouvoir lors de changements organisationnels. Weick et Quinn (1999) établissent une distinction entre le changement épisodique, discontinu et intermittent, et le changement continu, évolutif et progressif. Après avoir discuté cette distinction, nous analysons comment les processus de l'influence et du pouvoir social peuvent constituer la base du changement continu. Les bases du pouvoir des agents du changement sont ensuite décrites. Puis nous portons notre attention sur les relations de pouvoir dynamiques entre les agents du changement et les cibles, ainsi que sur les processus sociaux qui facilitent le changement continu. L'article se termine par un survol des contributions à cette édition spéciale.
This article offers a framework for understanding power dynamics in organisational change. Weick and Quinn (1999) make a distinction between change that is episodic, discontinuous, and intermittent, and change that is continuous, evolving, and incremental. After discussing this distinction, we analyse how processes of social power and influence can form the basis for continuous change. Subsequently, the power bases of change agents are described. Then we pay attention to the dynamic power relationships between change agents and targets as well as to the social processes that facilitate continuous change. The article ends with an overview of the contributions to this special issue.     

Memories of the dictatorship in Spain. An analysis of the narratives from three generations / Memorias de la dictadura en España. Un análisis de las narrativas de tres generaciones

Abstract

This study will investigate the narratives related by the members of three different generations within two different families on their memories of the Franco dictatorship. The first generation lived through Francoism, the second the democratic transition, and the third were born in a democratic country. Based on a social and discursive conception of memory and identity, this study is carried out using semi-structured interviews as a data collection tool, which we then thematically analyse, together with aspects of the participants’ positions and voices. The interviews are connected according to the factors of generation and family, and we analyse the similarities and differences. This is how the influence of both is seen in each individual’s memories and identities, in addition to how their political ideology is configured.     

The relationship between sociocultural factors and autobiographical memories from childhood: the role of formal schooling

ABSTRACT

Cross-cultural differences in autobiographical memory (AM) are associated with cultural variations. In models of the self and parental reminiscing style, but not many studies have analysed the relationship between AM and specific cultural practices such as formal schooling. Theoreticians like [Greenfield, P. M. (2009). Linking social change and developmental change: Shifting. pathways of human development. Developmental Psychology, 45, 401–418. doi:10.1037/a0014726; Ka?itçiba?i, C. (2005). Autonomy and relatedness in cultural context. Implications for self and family. Journal of Cross-Cultural Psychology, 36, 403–422. doi:10.1177/0022022105275959] and [Keller, H. (2007). Children development across cultures. New York: Lawrence Erlbaum Associates] have considered formal schooling as an engine towards the model of independence; however, the empirical evidence in this regard is inconclusive: while some studies found evidence of a relation between formal schooling and characteristics of AM, others did not. To solve this inconsistency, the present study compared orally narrated childhood memories of Mexican adults with three different levels of education (from rudimentary literacy to university). Results support a relationship between formal schooling and AM in the predicted direction: More educated participants reported longer, more specific and more self-oriented memories than those with less schooling experience did. Some gender differences were also observed, with males generally reporting more individually and less socially oriented memories than females, except for university level participants. We conclude that these results support Greenfield’s theory about formal schooling as a sociocultural factor that promotes the cultural pathway to independence, as well as complexity and context-boundedness of gender differences in AM.