By focusing on the notion of ‘coming out as undocumented’, this concept paper critically explores whether identity politics has the potential to transform dominant ‘illegalisation’ processes. It argues that although the coming out strategy has helped make marginalised communities more visible and audible, it does not necessarily help disrupt dominant stigmas. Drawing upon insights from Disability Studies and Fat and Queer Politics, it suggests that the celebration of stigmatised identities through coming out events does not necessarily disrupt and transform unequal systems. What is needed is a radical shift in focus: from identity celebration to political projects, from an ‘unliveable’ present to an inclusive tomorrow.
{"title":"Coming Out as Undocumented: Identity Celebrations and Political Change","authors":"Raffaela Puggioni","doi":"10.3390/soc14070130","DOIUrl":"https://doi.org/10.3390/soc14070130","url":null,"abstract":"By focusing on the notion of ‘coming out as undocumented’, this concept paper critically explores whether identity politics has the potential to transform dominant ‘illegalisation’ processes. It argues that although the coming out strategy has helped make marginalised communities more visible and audible, it does not necessarily help disrupt dominant stigmas. Drawing upon insights from Disability Studies and Fat and Queer Politics, it suggests that the celebration of stigmatised identities through coming out events does not necessarily disrupt and transform unequal systems. What is needed is a radical shift in focus: from identity celebration to political projects, from an ‘unliveable’ present to an inclusive tomorrow.","PeriodicalId":21795,"journal":{"name":"Societies","volume":"44 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141740286","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Low-income students from underrepresented communities experience significant educational inequalities, including chronic absenteeism, mental health crises, trauma exposure, and social injustices. These conditions escalate risks of dropping out and justice system involvement. Middle-school youth must navigate intense social and emotional change. To address such challenges, The Arthur Project (TAP) provides intensive, in-school, therapeutic mentoring and family support. The program teaches students essential life skills, such as problem-solving, communication, and academic engagement. Students are empowered to strengthen their resilience, perseverance, self-actualization, and confidence. TAP provides up to 500 h of therapeutic mentoring yearly over three years, delivered individually and in small groups by social work interns. The research question was as follows: Does structured, intensive in-school therapeutic mentoring with social work interns increase the socioemotional, cognitive, noncognitive, and academic skills and engagement of underserved middle-school students? This evaluation for the school year 2022–2023 is based on the program of 200 students and 30 mentors, with quantitative mentee, mentor, teacher, and caregiver surveys and qualitative interview data. The program and evaluation methodology are described, with results and conclusions. Students showed significant improvement in all domains; mentors reported student increases in confidence, perseverance, problem-solving, and communication; and teachers and caregivers reported students’ increased academic engagement. The Arthur Project program can become a national middle-school mentoring model to address widespread student inequalities.
{"title":"Evaluation of the Arthur Project: Evidence-Based Mentoring in a Social Work Framework with a Social Justice Approach","authors":"Karen Miner-Romanoff, Jessica Greenawalt","doi":"10.3390/soc14070123","DOIUrl":"https://doi.org/10.3390/soc14070123","url":null,"abstract":"Low-income students from underrepresented communities experience significant educational inequalities, including chronic absenteeism, mental health crises, trauma exposure, and social injustices. These conditions escalate risks of dropping out and justice system involvement. Middle-school youth must navigate intense social and emotional change. To address such challenges, The Arthur Project (TAP) provides intensive, in-school, therapeutic mentoring and family support. The program teaches students essential life skills, such as problem-solving, communication, and academic engagement. Students are empowered to strengthen their resilience, perseverance, self-actualization, and confidence. TAP provides up to 500 h of therapeutic mentoring yearly over three years, delivered individually and in small groups by social work interns. The research question was as follows: Does structured, intensive in-school therapeutic mentoring with social work interns increase the socioemotional, cognitive, noncognitive, and academic skills and engagement of underserved middle-school students? This evaluation for the school year 2022–2023 is based on the program of 200 students and 30 mentors, with quantitative mentee, mentor, teacher, and caregiver surveys and qualitative interview data. The program and evaluation methodology are described, with results and conclusions. Students showed significant improvement in all domains; mentors reported student increases in confidence, perseverance, problem-solving, and communication; and teachers and caregivers reported students’ increased academic engagement. The Arthur Project program can become a national middle-school mentoring model to address widespread student inequalities.","PeriodicalId":21795,"journal":{"name":"Societies","volume":"69 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141720981","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
(1) Background: Studies on women with disabilities (WwD) are rare and tend to reveal certain representation patterns. This study aims to understand how and to what extent WwD and chronic diseases are deemed newsworthy in the Portuguese public news TV station RTP1 primetime news program. Feminist disability, standpoint, agenda-setting, and framing theories are used alongside the concept of intersectionality. (2) Methods: A mixed-method approach is adopted, combining quantitative content analysis of all broadcasted news in January 2020 (n = 704), and qualitative discourse analysis of news items on PwD (n = 5). (3) Results: The results reveal that disability is a reduced issue in Telejornal’s agenda. PwD, in general, are often portrayed in secondary roles and without a voice. The protagonists of news stories about disability or persons with disabilities are predominantly women without disabilities, occupying traditional roles as caregivers (mothers, nurses), while men are more often portrayed as public agents. Discourse analysis deepens understanding by uncovering the prevalence of negative news values and a problem-centred framing, often associated with negativity, rather than presenting solutions. (4) Conclusions: Consequently, WwD were found to be deprived of news representation with a more positive or ‘normal’ focus and an intersectional approach reveals a lack of inclusion, with the few existing news tending to focus on exclusion issues, portraying only white Portuguese women. This study underscores the urgent need for a more equitable approach in media representation, recognising the diversity and positive contributions of WwD to promote an inclusive narrative.
{"title":"Silenced Voices in Portuguese Public TV News: An Intersectional Analysis of the Representation of Women with Disabilities in RTP’s Telejornal","authors":"Carla Cruz, Maria João Cunha, Célia Belim","doi":"10.3390/soc14070124","DOIUrl":"https://doi.org/10.3390/soc14070124","url":null,"abstract":"(1) Background: Studies on women with disabilities (WwD) are rare and tend to reveal certain representation patterns. This study aims to understand how and to what extent WwD and chronic diseases are deemed newsworthy in the Portuguese public news TV station RTP1 primetime news program. Feminist disability, standpoint, agenda-setting, and framing theories are used alongside the concept of intersectionality. (2) Methods: A mixed-method approach is adopted, combining quantitative content analysis of all broadcasted news in January 2020 (n = 704), and qualitative discourse analysis of news items on PwD (n = 5). (3) Results: The results reveal that disability is a reduced issue in Telejornal’s agenda. PwD, in general, are often portrayed in secondary roles and without a voice. The protagonists of news stories about disability or persons with disabilities are predominantly women without disabilities, occupying traditional roles as caregivers (mothers, nurses), while men are more often portrayed as public agents. Discourse analysis deepens understanding by uncovering the prevalence of negative news values and a problem-centred framing, often associated with negativity, rather than presenting solutions. (4) Conclusions: Consequently, WwD were found to be deprived of news representation with a more positive or ‘normal’ focus and an intersectional approach reveals a lack of inclusion, with the few existing news tending to focus on exclusion issues, portraying only white Portuguese women. This study underscores the urgent need for a more equitable approach in media representation, recognising the diversity and positive contributions of WwD to promote an inclusive narrative.","PeriodicalId":21795,"journal":{"name":"Societies","volume":"44 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141720982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Hiroko Costantini, Muhammad Abdul Aziz Al Mujahid, Kengo Hosaka, Takazumi Ono, Misato Nihei
While tolerance is recognised as important, especially to diverse societies, understanding tolerance poses complexities, both theoretically and in practical application. Tolerance is relevant in different social contexts, yet these pose distinct challenges to measurement. Thus, understanding the measurement of tolerance is important. This study provides a systematic review of tolerance scales, with the procedure based on the PRISMA statement. The initial collection of over 1600 papers through the systematic review process yielded a set of 11 papers. These papers trace the development of tolerance scales to encompass distinct social contexts over time, including political, cultural, ethnic and racial, racial and religious, gender and sexual, and social. Correspondingly, the approaches reflect particular challenges relevant to these domains for understanding and measuring tolerance. In contrast, some recent contributions aim to develop broader, less context-specific means to assess tolerance. Notwithstanding the breadth of articles included, this systematic review yielded articles that covered only selected Western-centric geographies: this indicates the opportunity for further research to access and integrate non-English-language articles to broaden the geographical and cultural perspectives on tolerance.
{"title":"Instruments to Assess People’s Attitude and Behaviours towards Tolerance: A Systematic Review of Literature","authors":"Hiroko Costantini, Muhammad Abdul Aziz Al Mujahid, Kengo Hosaka, Takazumi Ono, Misato Nihei","doi":"10.3390/soc14070121","DOIUrl":"https://doi.org/10.3390/soc14070121","url":null,"abstract":"While tolerance is recognised as important, especially to diverse societies, understanding tolerance poses complexities, both theoretically and in practical application. Tolerance is relevant in different social contexts, yet these pose distinct challenges to measurement. Thus, understanding the measurement of tolerance is important. This study provides a systematic review of tolerance scales, with the procedure based on the PRISMA statement. The initial collection of over 1600 papers through the systematic review process yielded a set of 11 papers. These papers trace the development of tolerance scales to encompass distinct social contexts over time, including political, cultural, ethnic and racial, racial and religious, gender and sexual, and social. Correspondingly, the approaches reflect particular challenges relevant to these domains for understanding and measuring tolerance. In contrast, some recent contributions aim to develop broader, less context-specific means to assess tolerance. Notwithstanding the breadth of articles included, this systematic review yielded articles that covered only selected Western-centric geographies: this indicates the opportunity for further research to access and integrate non-English-language articles to broaden the geographical and cultural perspectives on tolerance.","PeriodicalId":21795,"journal":{"name":"Societies","volume":"74 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141720984","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The implementation of the dual vocational training policy establishes horizontal training between schools and the labour market, contributes to educational continuity and is an effective measure against early school leaving. In addition, it has a link with the business sector that enables labour integration and also participates in the training and qualification of students. To approach it, we start from a historical overview of education, where we analyse the different laws passed in recent decades and investigate dual vocational training as an effective policy for training for employment and training of skills, abilities and competences necessary for the acquisition of a job. To this end, we present a study in which we make visible, through interviews, the perspective of students in relation to vocational training in the autonomous community of Andalusia. The majority of those interviewed gave a positive assessment of these studies. Moreover, the interviews show how this educational policy has a positive impact on the labour market insertion of the participants.
{"title":"Dual Vocational Training Students in Andalusia: Perspectives and Challenges","authors":"Juan García-Fuentes, María Navarro-Granados","doi":"10.3390/soc14070117","DOIUrl":"https://doi.org/10.3390/soc14070117","url":null,"abstract":"The implementation of the dual vocational training policy establishes horizontal training between schools and the labour market, contributes to educational continuity and is an effective measure against early school leaving. In addition, it has a link with the business sector that enables labour integration and also participates in the training and qualification of students. To approach it, we start from a historical overview of education, where we analyse the different laws passed in recent decades and investigate dual vocational training as an effective policy for training for employment and training of skills, abilities and competences necessary for the acquisition of a job. To this end, we present a study in which we make visible, through interviews, the perspective of students in relation to vocational training in the autonomous community of Andalusia. The majority of those interviewed gave a positive assessment of these studies. Moreover, the interviews show how this educational policy has a positive impact on the labour market insertion of the participants.","PeriodicalId":21795,"journal":{"name":"Societies","volume":"51 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141573820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examines the relationship between various demographic and situational factors and working students’ decisions to change their study programmes and abandon higher education. It utilises a sample of 1902 working students derived from the Eurostudent VII survey and employs cross-tabulation and chi-square tests. The findings reveal statistically significant associations between several factors and students’ educational decisions. Males are more likely to consider abandoning higher education than females. Younger students, particularly those up to 21 years old, are more inclined to consider changing their study programmes. Financial difficulties significantly influence students’ considerations of both changing study programmes and abandoning higher education. Students in the arts, humanities, and ICT are more likely to consider abandoning their studies. Conversely, age does not significantly affect the likelihood of abandoning higher education. Parental educational attainment does not significantly influence decisions to change or abandon study programmes, whereas living situations, such as living independently and not living with parents, significantly affect changing the study programme. Qualification level affects the likelihood of changing study programmes, with bachelor’s students more likely to consider changes than masters and long-term national degree students, but it does not significantly affect the likelihood of abandoning higher education. Education–job mismatch significantly affects both changing study programmes and abandoning higher education, while the duration of working hours only influences the decision to alter study programmes. By revealing these findings, this research extends the student retention discourse as well as highlights how cultural, economic, familial, and workplace capital influence working students’ educational decisions.
{"title":"Sociodemographic Attributes and Dropout Intentions of Working University Students: Evidence from Estonia","authors":"Mohammad Abu Sayed Toyon","doi":"10.3390/soc14070116","DOIUrl":"https://doi.org/10.3390/soc14070116","url":null,"abstract":"This study examines the relationship between various demographic and situational factors and working students’ decisions to change their study programmes and abandon higher education. It utilises a sample of 1902 working students derived from the Eurostudent VII survey and employs cross-tabulation and chi-square tests. The findings reveal statistically significant associations between several factors and students’ educational decisions. Males are more likely to consider abandoning higher education than females. Younger students, particularly those up to 21 years old, are more inclined to consider changing their study programmes. Financial difficulties significantly influence students’ considerations of both changing study programmes and abandoning higher education. Students in the arts, humanities, and ICT are more likely to consider abandoning their studies. Conversely, age does not significantly affect the likelihood of abandoning higher education. Parental educational attainment does not significantly influence decisions to change or abandon study programmes, whereas living situations, such as living independently and not living with parents, significantly affect changing the study programme. Qualification level affects the likelihood of changing study programmes, with bachelor’s students more likely to consider changes than masters and long-term national degree students, but it does not significantly affect the likelihood of abandoning higher education. Education–job mismatch significantly affects both changing study programmes and abandoning higher education, while the duration of working hours only influences the decision to alter study programmes. By revealing these findings, this research extends the student retention discourse as well as highlights how cultural, economic, familial, and workplace capital influence working students’ educational decisions.","PeriodicalId":21795,"journal":{"name":"Societies","volume":"175 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141573819","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The formulation of the construct of communicative competence (CC) was the consequence of the perceived “inappropriateness” of the theory of linguistic competence and performance. To obtain a comprehensive understanding of second language (L2) CC, a systematic review of 85 studies was conducted to assess how empirical studies have defined and operationalized the construct in the context of L2 learning and assessment. Four main themes emerged from the papers: (1) beliefs and perceptions about CC, (2) expansion of CC, (3) mixed specifications of CC, and (4) tests and measures of CC and communicative language ability (CLA). The analysis of these themes foregrounded several significant findings. First, the construct of L2 CC was significantly more prevalent in the body of research compared to L2 CLA. Second, CC has been perceived as a multifarious construct that has been researched from varied perspectives. It was found that older studies were more consistent with traditional approaches to defining CC and CLA, while the construct shifted focus to technology and self-appraisals in more recent studies. Third, there is no consensus amongst the reviewed studies about tests and methods of operationalization of CC, suggesting that the evidence provided is sample-specific and non-replicable. Importantly, it was found that over the years, CC has undergone a gradual evolution. With the multimodal and intercultural turn, CC has branched into new concepts namely intercultural and multimodal communicative competencies. Pertaining to these concepts, new notions such as telecollaboration, digital literacies, and multiliteracies have emerged. CC has also been, for long, analogous to performance, proficiency, social rules of language use, rules of appropriateness, willingness to communicate, self-perceptions of CC, and the goal of being a native speaker, which can add to the confusion surrounding the construct. The implications of the present research synthesis are two-fold. It becomes imperative to adapt world language classrooms to the rising trend in intercultural and multimodal communicative competencies. In addition, further replicable investigations should focus on developing optimal methods of operationalization that are in line with the new contemporary theoretical frameworks of language in the age of digital technologies and artificial intelligence.
交际能力（CC）这一概念的提出是由于人们认为语言能力和表现理论 "不合适"。为了全面了解第二语言（L2）交际能力，我们对 85 项研究进行了系统回顾，以评估实证研究如何在 L2 学习和评估的背景下定义和操作这一概念。论文中出现了四个主题：(1) 关于 CC 的信念和看法，(2) CC 的扩展，(3) CC 的混合规格，(4) CC 和语言交际能力（CLA）的测试和测量。对这些主题的分析得出了几个重要发现。首先，与语言交际能力（L2 CLA）相比，语言交际能力（L2 CC）在研究中更为普遍。其次，CC 被认为是一种从不同角度进行研究的多元建构。研究发现，较早的研究更倾向于用传统方法来定义 CC 和 CLA，而在较新的研究中，这一概念的重点则转向了技术和自我评价。第三，所审查的研究对 CC 的测试和操作方法没有达成共识，这表明所提供的证据是针对特定样本的，不可复制。重要的是，研究发现，多年来，CC 经历了逐步演变。随着多模态和跨文化转向，CC 衍生出了新的概念，即跨文化和多模态交际能力。与这些概念相关，出现了远程协作、数字文学和多元文学等新概念。长期以来，交际能力还与表现、熟练程度、语言使用的社会规则、适当性规则、交际意愿、对交际能力的自我认知以及成为母语使用者的目标相类比，这可能会增加围绕这一概念的混乱。本研究综述有两方面的意义。当务之急是使世界语言课堂适应跨文化和多模态交际能力的上升趋势。此外，在数字技术和人工智能时代，进一步的可复制调查应侧重于开发与新的当代语言理论框架相一致的最佳操作方法。
{"title":"Transitioning from Communicative Competence to Multimodal and Intercultural Competencies: A Systematic Review","authors":"Khomeshwaree Mootoosamy, Vahid Aryadoust","doi":"10.3390/soc14070115","DOIUrl":"https://doi.org/10.3390/soc14070115","url":null,"abstract":"The formulation of the construct of communicative competence (CC) was the consequence of the perceived “inappropriateness” of the theory of linguistic competence and performance. To obtain a comprehensive understanding of second language (L2) CC, a systematic review of 85 studies was conducted to assess how empirical studies have defined and operationalized the construct in the context of L2 learning and assessment. Four main themes emerged from the papers: (1) beliefs and perceptions about CC, (2) expansion of CC, (3) mixed specifications of CC, and (4) tests and measures of CC and communicative language ability (CLA). The analysis of these themes foregrounded several significant findings. First, the construct of L2 CC was significantly more prevalent in the body of research compared to L2 CLA. Second, CC has been perceived as a multifarious construct that has been researched from varied perspectives. It was found that older studies were more consistent with traditional approaches to defining CC and CLA, while the construct shifted focus to technology and self-appraisals in more recent studies. Third, there is no consensus amongst the reviewed studies about tests and methods of operationalization of CC, suggesting that the evidence provided is sample-specific and non-replicable. Importantly, it was found that over the years, CC has undergone a gradual evolution. With the multimodal and intercultural turn, CC has branched into new concepts namely intercultural and multimodal communicative competencies. Pertaining to these concepts, new notions such as telecollaboration, digital literacies, and multiliteracies have emerged. CC has also been, for long, analogous to performance, proficiency, social rules of language use, rules of appropriateness, willingness to communicate, self-perceptions of CC, and the goal of being a native speaker, which can add to the confusion surrounding the construct. The implications of the present research synthesis are two-fold. It becomes imperative to adapt world language classrooms to the rising trend in intercultural and multimodal communicative competencies. In addition, further replicable investigations should focus on developing optimal methods of operationalization that are in line with the new contemporary theoretical frameworks of language in the age of digital technologies and artificial intelligence.","PeriodicalId":21795,"journal":{"name":"Societies","volume":"14 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141573818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ângela Maria Teixeira Leite, Ângela Sá Azevedo, Anabela Rodrigues
This study aims to validate the impact of sociodemographic factors and differentiate the influence of social variables on the correlation between the number of years of formal education an individual has and the time they allocate to internet usage. To achieve this, we utilized a publicly available database, extracting relevant indicators for our investigation. Subsequently, we conducted analyses involving associations, regressions, and moderations among the variables under scrutiny. The results revealed statistically significant variations in daily internet usage time across different countries, residences, age groups, educational levels, and marital statuses. Factors such as living in an urban or suburban environment, being in the youth demographic, possessing a higher education, maintaining single status, having an extensive social network, holding a negative perception of health, lacking home internet access but having access at work and on the go, along with the facilitation of online communication and remote work, collectively explain the variance in daily internet usage time. The relationship between the number of years of education and the duration of internet usage is moderated by sociodemographic variables (gender, age, and marital status) as well as social variables (locations of internet usage and social contacts). These findings enable us to identify a user profile at a higher risk of developing problematic behavior in relation to internet usage, as indicated by the time invested.
{"title":"Influence of Sociodemographic and Social Variables on the Relationship between Formal Years of Education and Time Spent on the Internet","authors":"Ângela Maria Teixeira Leite, Ângela Sá Azevedo, Anabela Rodrigues","doi":"10.3390/soc14070114","DOIUrl":"https://doi.org/10.3390/soc14070114","url":null,"abstract":"This study aims to validate the impact of sociodemographic factors and differentiate the influence of social variables on the correlation between the number of years of formal education an individual has and the time they allocate to internet usage. To achieve this, we utilized a publicly available database, extracting relevant indicators for our investigation. Subsequently, we conducted analyses involving associations, regressions, and moderations among the variables under scrutiny. The results revealed statistically significant variations in daily internet usage time across different countries, residences, age groups, educational levels, and marital statuses. Factors such as living in an urban or suburban environment, being in the youth demographic, possessing a higher education, maintaining single status, having an extensive social network, holding a negative perception of health, lacking home internet access but having access at work and on the go, along with the facilitation of online communication and remote work, collectively explain the variance in daily internet usage time. The relationship between the number of years of education and the duration of internet usage is moderated by sociodemographic variables (gender, age, and marital status) as well as social variables (locations of internet usage and social contacts). These findings enable us to identify a user profile at a higher risk of developing problematic behavior in relation to internet usage, as indicated by the time invested.","PeriodicalId":21795,"journal":{"name":"Societies","volume":"50 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141577709","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this paper, the constructions of historical personal identity of Finnish-speaking students are analysed. The students participated in a larger study of historical narratives and identities, carried out in 2020 in two schools in Finland and in one European School outside Finland. In the mixed-method study, sixty-one students were interviewed and given writing and drawing assignments on historical identity. In this paper, the students’ visual representations of their personal historical identity and its relationship with wider official history are analysed. The aim is to increase understanding of how 14–16-year-old students visualise and articulate their historical personal identity constructions and the historical elements they use in negotiating this identity. The findings suggest that the students integrate personal and historical social narratives in diverse ways but that the majority of them find it challenging to connect their personal family history with the wider official history. Only twelve students made the connection. In addition to presenting the results for the whole group of students, the visual representations of two selected students are discussed in more detail so as to highlight the difference in the approaches to historical personal identity construction among the students.
{"title":"Elements of Historical Personal Identity Construction of Finnish-Speaking Students","authors":"Tanja Taivalantti, Johanna Norppa, Jan Lofstrom","doi":"10.3390/soc14070113","DOIUrl":"https://doi.org/10.3390/soc14070113","url":null,"abstract":"In this paper, the constructions of historical personal identity of Finnish-speaking students are analysed. The students participated in a larger study of historical narratives and identities, carried out in 2020 in two schools in Finland and in one European School outside Finland. In the mixed-method study, sixty-one students were interviewed and given writing and drawing assignments on historical identity. In this paper, the students’ visual representations of their personal historical identity and its relationship with wider official history are analysed. The aim is to increase understanding of how 14–16-year-old students visualise and articulate their historical personal identity constructions and the historical elements they use in negotiating this identity. The findings suggest that the students integrate personal and historical social narratives in diverse ways but that the majority of them find it challenging to connect their personal family history with the wider official history. Only twelve students made the connection. In addition to presenting the results for the whole group of students, the visual representations of two selected students are discussed in more detail so as to highlight the difference in the approaches to historical personal identity construction among the students.","PeriodicalId":21795,"journal":{"name":"Societies","volume":"35 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141573823","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Food insecurity is a pressing global concern affecting individuals across all age groups. Despite its widespread impact, a notable gap remains in the literature, particularly in reference to the literature concerning university students. This study aimed to assess the prevalence of food insecurity and examine its associated factors, including mental and general health and academic performance, among university students in Jeddah, Saudi Arabia. A total of 421 students from King Abdulaziz University participated in this study, completing a questionnaire that measured food insecurity, academic performance, and mental and general health. About 40% of the respondents experienced some level of food insecurity, which was categorized as mild (20.4%), moderate (13.0%), or severe (5.6%). Significant associations were observed between food insecurity and monthly household income (p < 0.001) and general health (p < 0.005), respectively. However, the associations were weaker between food insecurity and perceived stress (p < 0.066) and the impact of COVID-19. Notably, no significant correlation was found between food security and socio-demographic characteristics or academic performance. This study highlights the prevalence of food insecurity among university students in Saudi Arabia and emphasizes the need for further research to gain a better understanding of its complexities. Such insights can empower universities and policymakers to implement targeted interventions, thereby enhancing the learning experience and future success of university students.
{"title":"Despite Food Insecurity, University Students Remain Committed to Achieving Their Academic Goals: Cross-Sectional Single-Center Study in Saudi Arabia","authors":"Rawan K. Kahtan, Mahitab A. Hanbazaza","doi":"10.3390/soc14070112","DOIUrl":"https://doi.org/10.3390/soc14070112","url":null,"abstract":"Food insecurity is a pressing global concern affecting individuals across all age groups. Despite its widespread impact, a notable gap remains in the literature, particularly in reference to the literature concerning university students. This study aimed to assess the prevalence of food insecurity and examine its associated factors, including mental and general health and academic performance, among university students in Jeddah, Saudi Arabia. A total of 421 students from King Abdulaziz University participated in this study, completing a questionnaire that measured food insecurity, academic performance, and mental and general health. About 40% of the respondents experienced some level of food insecurity, which was categorized as mild (20.4%), moderate (13.0%), or severe (5.6%). Significant associations were observed between food insecurity and monthly household income (p < 0.001) and general health (p < 0.005), respectively. However, the associations were weaker between food insecurity and perceived stress (p < 0.066) and the impact of COVID-19. Notably, no significant correlation was found between food security and socio-demographic characteristics or academic performance. This study highlights the prevalence of food insecurity among university students in Saudi Arabia and emphasizes the need for further research to gain a better understanding of its complexities. Such insights can empower universities and policymakers to implement targeted interventions, thereby enhancing the learning experience and future success of university students.","PeriodicalId":21795,"journal":{"name":"Societies","volume":"42 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141551838","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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