This article applies an ecological model to the problem of sexual revictimization to advance the understanding of how personal, interpersonal, and sociocultural factors contribute to child sexual abuse victims' increased risk of being sexually victimized later in life. This ecological model explores how sexual revictimization is multiply determined by factors related to the victim's personal history (e.g., traumatic sexualization), the relationship in which revictimization occurs (e.g., decreased ability to resist unwanted sexual advances), the community (e.g., lack of family support), and the larger culture (e.g., blaming the victim attitudes). This article represents a step toward integrating findings on sexual revictimization and providing directions for future empirical work.
This study advances understanding of how a normative feminine beauty ideal is maintained through cultural products such as fairy tales. Using Brothers Grimm's fairy tales, the authors explore the extent and ways in which “feminine beauty” is highlighted. Next, they compare those tales that have survived (e.g., Cinderella , Snow White , Sleeping Beauty ) with those that have not to determine whether tales that have been popularized place more emphasis on women's beauty. The findings suggest that feminine beauty is a dominant theme and that tales with heavy emphases on feminine beauty are much more likely to have survived. These findings are interpreted in light of changes in women's social status over the past 150 years and the increased importance of establishing forms of normative social control to maintain a gender system.
The ideologies of intensive mothering and risk society place increasing burden on mothers to make critical choices regarding infant feeding that are understood as having irreversible consequences for their children's long-term health and emotional well-being. Although research has examined consequences of these ideologies on mothers’ decisions to breastfeed or formula-feed their infants, little has focused on consumer decisions regarding formulas, baby food and feeding-related items. This article examines symbolic meanings attached to infant food and feeding-related consumer items among first-time mothers in the United States. Results indicate broad categories of baby-oriented consumerism—qualities and characteristics mothers sought for their babies through feeding-related consumer behaviors—and mother-oriented consumerism—qualities and characteristics mothers sought for themselves through consumer behaviors. Baby-oriented consumerism included health, comfort, taste and development, and mother-oriented consumerism included knowledge/control, compliance, convenience, frugality, relationships and self-image.
This paper examines the articulation of goals and means of sociological instruction in course syllabi. Three questions guide this inquiry. First, do sociology instructors articulate common learning goals? Second, what pedagogical means do instructors commonly employ to meet these goals? Third, to what extent have sociology instructors incorporated the recommendations presented in Liberal Learning and the Sociology Major (Eberts et al. 1990) and in its updated version (McKinney et al. 2004)? To answer these questions, we analyzed syllabi from 418 courses published by the American Sociological Association's Teaching Resource Center. We found that aside from coursespecific goals, most syllabi shared only a few general, abstract goals in common. The pedagogical methods or requirements of students tended to be fairly traditional (readings, writing, and exams). Requirements that required more active types of learning were less common. While these goals and means do seem to reflect what sociologists consider to be important, they do not correspond closely to the American Sociological Association's Taskforce on the Undergraduate Major's recommendations for the sociology major.
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