This study compared 58 sexual murderers and 112 rapists who were about to undergo treatment in prison for their sexual offending behavior. The two groups were compared on background, personality, offense, and victim characteristics. The sexual murderer group were less likely to have been involved in a relationship at the time of their index offense, generally attacked older victims, and had higher self-esteem. The rapist sample were found to have more violent previous convictions and scored higher on measures of historical deviance (nonsexual), paranoid suspicion, and resentment. No differences were found on the personality or clinical syndrome scales of the Millon Clinical Multiaxial Inventory-III. However, the rapist sample had significantly higher mean scores on the Paranoid Suspicion, Resentment, and Self-Esteem subscales of the Antisocial Personality Questionnaire. Future research should compare the two groups on dynamic or changeable factors to determine differential treatment needs.
This article explores the phenomenon of lifestyle migration from Britain to Spain to interrogate, empirically, the continued relevance of class in the era of individualizing modernity (Beck, 1994). Lifestyle migrants articulate an anti-materialist rhetoric and their experiences of retirement or self-employment diminish the significance of class divisions. However, as researchers who independently studied similar populations in the Eastern and Western Costa del Sol, we found these societies less ‘classless’ than espoused. Despite attempts to rewrite their own history and to mould a different life trajectory through geographical mobility, migrants were bound by the significance of class through both cultural process and the reproduction of (economic) position. Bourdieu’s methodological approach and sociological concepts proved useful for understanding these processes. Employing his concepts throughout, we consider the (limited) possibilities for reinventing habitus, despite claims of an apparently egalitarian social field.
Low application rates of state school students to elite universities have been identified as a factor in their limited participation in elite universities. This article explores the role of teachers in state schools and colleges in guiding higher education (HE) choice. Drawing on qualitative research with teachers and students in six institutions, we identify differential practices that corroborate explanations of an 'institutional habitus' shaping students' likely pathways to HE. However, we suggest that attention is paid to teacher habitus, demonstrating how teachers' political and ethical dispositions as well as their social capital are potential factors shaping students' decision-making about HE, and elite university applications in particular.
This article uses ethnography of British retirement migration in Spain to explore how care practices among migrant peers operationalize 'community' in place. Social, economic and political transformations, including shrinking welfare state provision, family at a distance and marketized care, have generated care deficits. I show how peer-led care practices help mediate these deficits, assisting individuals in 'getting by' and providing safeguards against exploitation, while constituting some sense of 'community' as well as personal meaning in liquid contexts. However, I show how temporal, spatial and social limitations render this community fragile and exclusive, while practices aimed at mediating between family, state and market, set boundaries of responsibility. Nevertheless, I argue for critical reflection on the potential of these emerging peer-led welfare architectures especially in the contexts of heightened mobility, austerity, transnationalism and an ageing population.
Studies of migrant pupils in schools have paid little attention to people with special educational needs and/or disabilities, reflecting a broader normative ableism of existing scholarship. This article, based on a case study of a special school in the East of England explores the perspectives of staff and new migrants on their experiences. It exposes how migrant families' interactions with schools were shaped both by their previous migration histories and current broader processes of 'integration.' Teachers were empathetic and supportive, but it was the extended remit of the work of migrant and minority staff (including translation and wider caring roles) that proved particularly vital for families. We employ an intersectional approach to interpret these encounters, exposing the tensions and dilemmas arising. Further research is needed to develop understanding and critical engagement with the challenges facing these families, arising from the specific intersections of disability, migration, social class and gender.
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