'He's out of control, I'm out of control, it's just - I've got to do something': a narrative inquiry of child to parent violence

Families globally experience child to parent violence (CPV). Stories of CPV have been considered at an individual and collective level to ascertain themes in parents' accounts to identify enabling and restraining factors for CPV. However, understanding the societal narratives, defined as discourses, which have a multi-directional and entangled relationship with individual recounts of CPV have yet to be investigated. This research utilizes Narrative Inquiry with participatory approaches to explicate the societal narratives within mothers' recounts of CPV. This analysis, guided by the interactional and discursive view of violence, and response-based practice, identifies societal narratives which set the conditions for what is possible and impossible in relation to CPV. The analysis contributes to understanding the attitudes of minimization and concealment of violence within parents' accounts of CPV. The mothers' recounts were constrained and made possible by the 'good' mother narrative and narratives of adolescence and gender. This research examines the intra-actions mothers' recounts have with the societal narratives, and the performance of their roles as (en)actors of the subject positions 'mother' and 'child'. Implications for practice and research include: consideration to practitioner's views of power and subject positions in a parent and child relationship when working with CPV; and practitioners to be critical of essentialism and gender in working with CPV. This study posits a practical demonstration for using the response-based practice approach in research; and a way of viewing stories which can be incorporated in working with families experiencing CPV.

Students’ Preconceptions of Professors: Benefits and Barriers According to Ethnicity and Gender

The present study examined the influence of professor and student characteristics on students’ preconceptions of college professors. Course syllabi for a politically charged social science course were constructed with versions varying by teaching style, professor gender, and professor ethnicity. A total of 633 (44% Latino; 34% African American; 22% Anglo) undergraduates rated the course and the instructor on professor warmth, professor capability, and political bias. Among several findings associated with professor ethnicity and teaching style, Latina professors were viewed as more warm when they had a lenient teaching style andless warm when they hada strict teaching style when compared with Anglo women professors with respective styles. Anglo men students perceived professors as more politically biased than did other students. Results are discussed in the context of aversive racism and a double standard of evaluation for Latino professors.

Mars and Venus Collide: A Discursive Analysis of Marital Self-Help Psychology

Relationship self-help advice often blames women for relationship difficulties and endorses relatively traditional gender roles. Its appeal to female consumers is thus somewhat puzzling. This paper uses critical feminist discourse analysis to explore two Men are from Mars, Women are from Venus relationship self-help texts. Both these texts construct gender as a set of natural dichotomies, claim that women and men are fundamentally different in relationship needs, and hold women responsible for maintaining relationship harmony. Thus, they reproduce a discourse that historically has been oppressive to women. However, like all texts, these afford multiple readings. I argue that their rhetoric may be deployed to voice dissatisfaction with inequality and to encourage change in a partners behavior. By affording openings for marital negotiation, these self-help texts and others like them may undermine the ideology of fixed gender differences in relationship orientation and may serve to hold both partners accountable for maintaining marital satisfaction.

The study of men and masculinity as an important multicultural competency consideration

Gender issues in multicultural competencies do not generally include the study of men and masculinity. This article outlines a rationale for the inclusion of men and masculinity by drawing parallels with Whiteness and privilege as integral aspects of multicultural competency. Additionally, by including the study of men and masculinity into multicultural competency, issues such as heterosexism, patriarchy, homophobia, and sexism that are aspects of dominant masculinity can be addressed. Simultaneously, training clinicians to work with men may mean more effective and improved services than currently available. The article concludes with several multicultural competencies for clinicians when working with men that use Sue, Arredondo, and McDavis (1992) framework of multicultural competencies.