Social Sciences

23 pages, 320 KiB

Open AccessArticle

Motherhood as a Prism Shaping Financial Literacy for Retirement Among Generation Y Women

by Li-Noy Green and Anat Herbst-Debby

Soc. Sci. 2025, 14(5), 283; https://doi.org/10.3390/socsci14050283 - 2 May 2025

This qualitative study adopts a feminist perspective, delving into the cultural and moral dynamics inherent in financial literacy for retirement among Generation Y women in Israel. Employing the theoretical framework of gendered cultural schemas and focusing on the motherhood model, the research provides [...] Read more.

This qualitative study adopts a feminist perspective, delving into the cultural and moral dynamics inherent in financial literacy for retirement among Generation Y women in Israel. Employing the theoretical framework of gendered cultural schemas and focusing on the motherhood model, the research provides valuable insight into the social and moral forces that underlie young women’s financial literacy perceptions and actions regarding retirement in Israel. Based on interviews with 46 young Israeli-Jewish women from the Y generation, results underscore the significant embedded nature of the cultural model of intensive motherhood in young women’s financial literacy and their approach to retirement planning. This study emphasizes the role of culture in explaining gender inequality in retirement planning, shedding light on the role of young women’s agency operating within the boundaries of a gendered social structure. It calls for the inclusion of feminist approaches to enhance our understanding of social phenomena. Full article

(This article belongs to the Section Gender Studies)

19 pages, 509 KiB

Open AccessArticle

Masculinity in the Margins: Race, Gang Violence, and the Code of the Street

by Narayanan Ganapathy

Soc. Sci. 2025, 14(5), 282; https://doi.org/10.3390/socsci14050282 - 30 Apr 2025

Abstract

This study examines the intersection of race, class, and gang violence in Singapore, with a particular focus on the structural dynamics linking racial minorities, street gangs, and institutionalized Chinese secret societies—the archetype of organized crime in the city-state. By integrating race as both [...] Read more.

This study examines the intersection of race, class, and gang violence in Singapore, with a particular focus on the structural dynamics linking racial minorities, street gangs, and institutionalized Chinese secret societies—the archetype of organized crime in the city-state. By integrating race as both an ideology and a system of social relations into the study of gang formation, this research sheds light on why and how racial minorities become disproportionately involved in gang violence. The study revealed that beyond economic marginalization, racialized hierarchies embedded within gang contexts shape the motivations, participation, and mobility of minority individuals in both street gangs and the broader criminal underworld. Drawing on the concept of racialized masculinity,, it is argued that racial minorities mobilize their gender and racial resources to compensate for status disparities resulting from structural exclusion in both legitimate and illegitimate spheres. In a postcolonial, multiracial society, like Singapore, where racial and class marginalization intersect, gang affiliation emerges as a means of negotiating power and social standing. The findings contribute to scholarship on race, crime, and social stratification while informing policies aimed at addressing racial inequalities and reducing gang violence. Full article

(This article belongs to the Special Issue Preventing Gang Violence)

16 pages, 424 KiB

Open AccessArticle

The Impact of Virtual Exchange on College Students in the US and China

by Hongmei Zhang, Jian Wu, Yanju Li, Chad Marchong, David Cotter, Xianli Zhou and Xinhe Huang

Soc. Sci. 2025, 14(5), 281; https://doi.org/10.3390/socsci14050281 - 30 Apr 2025

Abstract

Virtual Exchange (VE) has emerged as a promising alternative to traditional physical exchange, experiencing exponential growth in recent years to enhance students’ learning outcomes. However, the ways in which VE can effectively and mutually benefit diverse student populations remain unclear. This study introduces [...] Read more.

Virtual Exchange (VE) has emerged as a promising alternative to traditional physical exchange, experiencing exponential growth in recent years to enhance students’ learning outcomes. However, the ways in which VE can effectively and mutually benefit diverse student populations remain unclear. This study introduces a specifically designed VE project utilizing the “Zoom-Sandwiched Cross-Chapter Concept Map” model and investigates its impact on college students enrolled in an introductory-level course in the US and China. The ten-week VE project incorporated both academic and cultural components. While our previous publication focused on the academic component and its benefits on student academic performance, this article emphasizes the cultural component and the integrated nature of the project. Our results demonstrated the effectiveness of this project in promoting students’ career readiness competencies, particularly teamwork and communication skills. Additionally, our comparative data highlighted how this project significantly improved the behavioral dimension of Intercultural Communication Competence (ICC) and influenced career & self-development for Chinese students while fostered leadership skills among US students. The VE project presented in this article provides valuable guidance for integrating VE into curricula across various disciplines, helping to shape future VE initiatives globally. Full article

(This article belongs to the Special Issue Global and Virtual Sociological Teaching—Challenges & Opportunities)

17 pages, 971 KiB

Open AccessArticle

Transforming Local Knowledge(s) into European Recommendations: A Methodological Approach to Co-Creating Policy Briefs for Educational Inclusion

by Sofia Almeida Santos, Mariana Fonseca, Ana Cristina Torres, Eunice Macedo and Amélia Veiga

Soc. Sci. 2025, 14(5), 280; https://doi.org/10.3390/socsci14050280 - 30 Apr 2025

Abstract

This article explores the process of developing policy briefs (PB) as strategic tools to translate knowledge stemming from the analysis of local educational practices into inclusive European policy recommendations. This paper highlights how educational practices from eleven partner institutions across Denmark, Norway, Poland, [...] Read more.

This article explores the process of developing policy briefs (PB) as strategic tools to translate knowledge stemming from the analysis of local educational practices into inclusive European policy recommendations. This paper highlights how educational practices from eleven partner institutions across Denmark, Norway, Poland, Portugal, and Spain informed recommendations to prevent early leaving from education and training (ELET) and to enhance youth’s school engagement. Educational practices involved a collaborative dialogue among multi-stakeholders to establish a shared vision about educational inclusion, and the co-creation of educational practices supported by monitoring, evidence collection, and the identification of promising examples. These elements reflect the aim to embed educational inclusion in policy development, while underscoring the role of PBs as mechanisms of participatory knowledge transfer between countries and sectors, bringing together diverse voices from policymakers, educators, researchers, and young people. In doing so, the methodological approach to produce PB recognised local produced knowledge as a catalyst for informed decisions promoting quality education. The analysis of PB highlights elements of the identified educational practices addressing ELET challenges, such as (i) implementing co-creation methodologies in both educational contexts and political formulation; (ii) addressing student citizenship as central to meaningful learning; (iii) valuing cross-sector partnerships to address systemic challenges, and (iv) reinforce relational pedagogies that enhance student–teacher and student–student relationships. Full article

► Show Figures

Figure 1

12 pages, 202 KiB

Open AccessArticle

University Distance Education in Prisons as a Tool for Rehabilitation and Social Inclusion

by Gina López-Armijos and Laura Ponce de León Romero

Soc. Sci. 2025, 14(5), 277; https://doi.org/10.3390/socsci14050277 - 30 Apr 2025

Abstract

Many countries use the deprivation of liberty as a punitive strategy to ensure citizen security. Nowadays, a rehabilitative perspective has also been included to promote social inclusion. University education is a potential tool for achieving this goal. The aim of this article is [...] Read more.

Many countries use the deprivation of liberty as a punitive strategy to ensure citizen security. Nowadays, a rehabilitative perspective has also been included to promote social inclusion. University education is a potential tool for achieving this goal. The aim of this article is to gather the opinions of twenty students and ten professors concerning the realities of university education in an Ecuadorian prison. This study uses an onto-epistemological approach and concentrates on the perception of individuals, employing a qualitative methodology. The results show that these educational programs have positive effects on the students, improving their life projects, their behavior inside and outside jail, and their digital knowledge and ICT skills, reducing recidivism and promoting labor market reintegration. The conclusions suggest that university distance education is a tool for rehabilitation and social inclusion and that greater involvement is required on the part of the State, companies, and the community in general to facilitate the graduates’ labor reintegration, as well as follow-up and social support services for ex-offenders and their families. Full article

17 pages, 405 KiB

Open AccessArticle

The Struggle to Maintain Schools in Times of War

by Izabel Ramadan and Michal Razer

Soc. Sci. 2025, 14(5), 279; https://doi.org/10.3390/socsci14050279 - 29 Apr 2025

Abstract

This article explores the distinct challenges facing Arab school principals in Israel, particularly in the context of existential fears stemming from a complex political landscape and rising violence in schools. These concerns are intensified by feelings of isolation from decision-making processes and the [...] Read more.

This article explores the distinct challenges facing Arab school principals in Israel, particularly in the context of existential fears stemming from a complex political landscape and rising violence in schools. These concerns are intensified by feelings of isolation from decision-making processes and the ineffectiveness of policies aimed at addressing the specific needs of Arab communities. Through an action research approach, this study analyzed the experiences of 15 elementary school principals over four years and introduced an intervention model called “empathetic inquiry”. This model, comprising four stages, creating a safe space for emotional expression, framing and reframing events, and formulating alternative actions, was implemented through group discussions and techniques like roleplaying. Findings revealed that the model facilitated open emotional sharing, enhanced principals’ sense of competence, and transformed their perception of authority from a rigid to a reflective role. Participation in the group fostered solidarity among staff and improved conflict management skills. Ultimately, this study highlights the “empathetic inquiry” model as a promising strategy for fostering empathetic leadership and reducing existential anxiety in Arab schools, although future research is necessary to evaluate its broader applicability and long-term effects, reflection, and self-awareness. This model contributed to their ability to cope with conflicts more effectively and to develop empathetic leadership. Full article

(This article belongs to the Special Issue Rethinking the Education-to-Work Transition for Young People)

18 pages, 271 KiB

Open AccessArticle

Sport-Based Interventions as Non-Formal Education: Enabling the Education to Employment Transition for Young People

by Haydn Morgan, Harry Bowles and Anthony Bush

Soc. Sci. 2025, 14(5), 278; https://doi.org/10.3390/socsci14050278 - 29 Apr 2025

Abstract

Traditionally, qualifications and skills developed through formal learning have been the cornerstone of enhancing the employability of young people. However, the trajectory from education to work in contemporary society is far from linear; hence, the purpose of this paper is to evidence the [...] Read more.

Traditionally, qualifications and skills developed through formal learning have been the cornerstone of enhancing the employability of young people. However, the trajectory from education to work in contemporary society is far from linear; hence, the purpose of this paper is to evidence the potential benefits that non-formal educational practices, specifically involving sport-based interventions (SBIs), may offer to support the transition to employment. This paper presents data from 19 semi-structured interviews that were conducted with participants from organisations that either designed and/or delivered SBIs focused on enhancing employability or were from organisations that had experience of commissioning or funding sport-based employability projects. This paper outlines why SBIs may offer an effective alternative form of education to employment provision and also how SBIs enable young people to navigate non-linear education to employment transitions. Crucial to enhancing this transition is the provision of a supportive and inclusive non-formal educational environment where young people can acquire both propositional and procedural knowledge, whilst concurrently (re)connecting them with formal educational systems to expedite the transition to work. Importantly, this paper highlights that this concurrent blend of non-formal and formal education is particularly critical for young people without formal qualifications and who are furthest from an employment destination. Full article

(This article belongs to the Special Issue Rethinking the Education-to-Work Transition for Young People)

13 pages, 240 KiB

Open AccessArticle

Supervisor Phubbing in Part-Time Jobs: Examining Its Relationship with Supervisor–Employee Rapport

by Michael Langlais and Emma Welch

Soc. Sci. 2025, 14(5), 276; https://doi.org/10.3390/socsci14050276 - 29 Apr 2025

Abstract

Using the Leader–Member Exchange theory, the goal of this study is to test the relationship between supervisor phubbing and supervisor–employee rapport in the context of part-time jobs. Data for this quantitative investigation come from 211 participants who completed an online survey regarding frequency [...] Read more.

Using the Leader–Member Exchange theory, the goal of this study is to test the relationship between supervisor phubbing and supervisor–employee rapport in the context of part-time jobs. Data for this quantitative investigation come from 211 participants who completed an online survey regarding frequency of supervisor phubbing and their rapport with supervisors for their last three part-time jobs, if applicable. The results from regression analyses revealed that supervisor phubbing negatively predicted supervisor–employee rapport for participants’ first and second part-time jobs, even when controlling for length of time working, frequency of communicating with supervisor, and amount of technology use by supervisor and employee. These findings imply that even limited interactions, when disrupted by mobile phone use, can hinder part-time employees’ relationships with their supervisors and employee engagement. Full article

(This article belongs to the Section Work, Employment and the Labor Market)

20 pages, 772 KiB

Open AccessArticle

Work-Based Learning in Migrant Education: The Case of Finnish Vocational Education

by Katarzyna Kärkkäinen, Maarit Hannele Virolainen, Anne Virtanen and Päivi Tynjälä

Soc. Sci. 2025, 14(5), 275; https://doi.org/10.3390/socsci14050275 - 29 Apr 2025

Abstract

This study examines adult migrant students’ and Finnish vocational teachers’ experiences of migrant students’ learning in workplaces as part of vocational education and training qualifications. Theoretically, this study draws on previous research on students’ work-based learning, including insights from the 3P model (presage–process–product [...] Read more.

This study examines adult migrant students’ and Finnish vocational teachers’ experiences of migrant students’ learning in workplaces as part of vocational education and training qualifications. Theoretically, this study draws on previous research on students’ work-based learning, including insights from the 3P model (presage–process–product factors), as well as the literature on learning and working in a new linguistic and cultural context. The data were collected through individual interviews (n = 11) and a group interview (n = 6) with migrant students and individual interviews with vocational teachers (n = 13). The analysis provides insights into learner-specific and workplace-specific presage factors of migrant students’ learning at workplaces. We propose that these insights should be recognised when searching for new pedagogical solutions aiming at enhancing understanding of migrants’ learning at workplaces. The findings highlight the need to develop the integration of school-based and work-based learning while recognising (1) the benefits of workplace learning for migrant students’ learning and their journeys toward becoming members of work communities, and (2) stereotypical views that may hinder migrants’ efforts to access the benefits of learning in the workplace. Full article

(This article belongs to the Special Issue Improving Integration of Formal Education and Work-Based Learning)

19 pages, 1011 KiB

Open AccessReview

Wrapping a Rainbow Around the Medicine Wheel: A Scoping Review of Social and Emotional Wellbeing for Queer, Trans, and Two Spirit Native Youth

by Autumn Asher BlackDeer

Soc. Sci. 2025, 14(5), 274; https://doi.org/10.3390/socsci14050274 - 29 Apr 2025

Abstract

Queer, trans, and Two Spirit Native youth are rarely represented in research, with extant evidence continuously pointing out health disparities and pathologizing individual characteristics rather than accounting for the structural aspects of colonial society. Global Indigenous scholars have put forth a holistic conception [...] Read more.

Queer, trans, and Two Spirit Native youth are rarely represented in research, with extant evidence continuously pointing out health disparities and pathologizing individual characteristics rather than accounting for the structural aspects of colonial society. Global Indigenous scholars have put forth a holistic conception of social and emotional wellbeing that integrates Indigenous sovereignty, strengths, and cultures, positing that Indigenous health is a culturally bound phenomenon. To move beyond these deficit-based framings and collate available scholarship, the present work presents the results of a scoping review surrounding the social and emotional wellbeing of queer, trans, and Two Spirit Native youth. Informed by the Indigiqueer ecological medicine wheel, the present work includes a breadth of health and wellbeing concepts for QT2S Native youth across micro and macro domains. A total of 27 articles met the criteria and were reviewed to (a) illuminate current experiences of QT2S Native youth, (b) provide recommendations for health providers to better support QT2S Native youth clients, and (c) suggest future research and data recommendations to build towards a holistic understanding of social and emotional wellbeing for queer, trans, and Two Spirit Native youth. Full article

(This article belongs to the Special Issue The Social and Emotional Wellbeing of LGBTQ+ Young People)

► Show Figures

Figure 1

12 pages, 244 KiB

Open AccessPerspective

Justice-Involved Children with Special Educational Needs and Disability: What Are the Implications for Access to Identification and Support Through an Education, Health and Care Plan? A Thought Piece

by Tristan Middleton

Soc. Sci. 2025, 14(5), 273; https://doi.org/10.3390/socsci14050273 - 29 Apr 2025

Abstract

This thought piece exposes the gap in the operationalised support in England for young people within the justice system who have special educational needs and disabilities. It exposes inequity within the system which serves to create barriers for justice-involved young people, who are [...] Read more.

This thought piece exposes the gap in the operationalised support in England for young people within the justice system who have special educational needs and disabilities. It exposes inequity within the system which serves to create barriers for justice-involved young people, who are likely to already be disengaged from education, in accessing appropriate provision. It presents gaps in key educational advice and practice relating to access to Education, Health and Care Plans as a route to support for justice-involved young people, identifying a negative bias for this group of children who are already marginalised. Within the context of an English Special Educational Needs system which is widely recognised as broken, and an ongoing parliamentary consultation into ways to improve the situation, this piece suggests key changes to reduce the inequitable access to special education provision for young people accommodated in the secure estate. These suggestions make a contribution to the agenda of English politicians and the Department of Education. Full article

(This article belongs to the Special Issue International Perspectives on Secure Childcare)

19 pages, 261 KiB

Open AccessArticle

Will the Women’s Movement in Iran Grow into a National Liberation Movement?

by Nayereh Tohidi and Manijeh Daneshpour

Soc. Sci. 2025, 14(5), 272; https://doi.org/10.3390/socsci14050272 - 29 Apr 2025

Abstract

The Women, Life, Freedom (WLF) movement in Iran represents an existentialist and humanist liberation struggle against the country’s oppressive clerical regime. Grounded in existentialist philosophy, particularly Simone de Beauvoir’s concepts of autonomy, self-realization, and the pursuit of freedom, WLF extends beyond political reform [...] Read more.

The Women, Life, Freedom (WLF) movement in Iran represents an existentialist and humanist liberation struggle against the country’s oppressive clerical regime. Grounded in existentialist philosophy, particularly Simone de Beauvoir’s concepts of autonomy, self-realization, and the pursuit of freedom, WLF extends beyond political reform to advocate for both personal and national liberation. The movement emphasizes self-determination, bodily autonomy, and agency, rejecting imposed identities and societal constraints. With over 120 years of Iranian women’s struggles as its foundation, WLF builds on past movements, such as the One Million Signatures Campaign, which raised awareness of legal discrimination and violence against women. The movement has also been shaped by globalization and “glocal” processes, fostering cross-cultural feminist solidarity among Iranian women both inside and outside the country. These transnational feminist networks connect local, national, and global movements, strengthening advocacy efforts. A defining feature of WLF is the role of male allies. Some men, particularly as partners in solidarity, actively challenge patriarchal norms and advocate for gender equality. Their participation reflects a shared commitment to human rights, national dignity, and freedom while acknowledging the importance of gender in shaping lived experiences and struggles. Ultimately, WLF is not just a gendered struggle but a unifying force that redefines Iranian identity. By intertwining personal and societal liberation within a global framework, the movement advances a transformative vision, one that challenges oppression, reclaims agency, and aspires for a just and equitable society. Full article

(This article belongs to the Special Issue Feminist Solidarity, Resistance, and Social Justice)

19 pages, 790 KiB

Open AccessArticle

Renegotiating Borders Between Home and School During Pandemic Times: The Experiences of Rural Vermont Public Elementary Educators

by Rachel Glickman and Kristin Labs

Soc. Sci. 2025, 14(5), 271; https://doi.org/10.3390/socsci14050271 - 28 Apr 2025

Abstract

This exploratory study examines the experiences of public elementary school educators to understand the shifting educational priorities and renegotiation of borders between home and school during and since the COVID-19 pandemic. The research uses a case study approach through a critical inquiry process [...] Read more.

This exploratory study examines the experiences of public elementary school educators to understand the shifting educational priorities and renegotiation of borders between home and school during and since the COVID-19 pandemic. The research uses a case study approach through a critical inquiry process that centers the voices of those on the front lines of education. Derived from individual and focus group interviews, the findings illuminate educators’ experiences during different phases of the pandemic, including: the growing scope of their responsibilities, challenges with staffing, and competing and conflicting demands on educators’ time and attention. The study is limited by its geographical concentration and sole focus on the perspectives of school-based personnel. Future studies with larger samples may include educators and parents in various locations. Recommendations based on the findings include partnering with community-based organizations (CBOs) and creating a unifying vision that draws together school staff, families, and the wider community to re-envision the purpose of school in a post-pandemic context. Full article

(This article belongs to the Special Issue Selected Papers from the 21st Roundtable of the International Network (INET) on School, Family, and Community Partnerships)

► Show Figures

Figure 1

15 pages, 259 KiB

Open AccessArticle

Researching Young People and Far-Right Populism

by Pam Nilan

Soc. Sci. 2025, 14(5), 270; https://doi.org/10.3390/socsci14050270 - 28 Apr 2025

Abstract

This paper considers the challenges facing qualitative researchers who study far-right populism and youth. First, there is the question of the method itself. Across the relevant literature, it seems more popular to use online methodologies rather than conduct face-to-face interviews. This is not [...] Read more.

This paper considers the challenges facing qualitative researchers who study far-right populism and youth. First, there is the question of the method itself. Across the relevant literature, it seems more popular to use online methodologies rather than conduct face-to-face interviews. This is not surprising given the difficulties of talking face-to-face with a specific cohort of young people who are often suspicious of outsiders and who may even pose a personal security risk to the interviewer. Second, the age, gender, and institutional status of a researcher may constitute an obstacle to the effectiveness of a face-to-face interview. Common features of far-right populism are mistrust of elites and misogyny. Moreover, the online world of youth today is a dynamic technological sphere that may be hard to grasp for someone from a previous generation. This paper is a reflective essay that uses examples of research in action. It aims to invite reader reflection on attuning research approaches to the lived experiences of youth drawn to far-right populism Full article

(This article belongs to the Special Issue Researching Youth on the Move: Methods, Ethics and Emotions)

21 pages, 336 KiB

Open AccessArticle

Fatherhood Practices and Shared Parental Leave: Advancing Gender Equity in Parenting

by Gerlinde Mauerer

Soc. Sci. 2025, 14(5), 269; https://doi.org/10.3390/socsci14050269 - 28 Apr 2025

Abstract

In this article, we examine the theoretical concept of hybrid masculinities from a praxeological perspective, focusing on fathers as caring parents. Examining the development of parenting practices and parental knowledge exchange, we conducted couple interviews with 42 couples (n = 42, 2021 and [...] Read more.

In this article, we examine the theoretical concept of hybrid masculinities from a praxeological perspective, focusing on fathers as caring parents. Examining the development of parenting practices and parental knowledge exchange, we conducted couple interviews with 42 couples (n = 42, 2021 and 2022) and analyzed how fathers’ and couples’ motivations for sharing parental leave (PL) and childcare allowance (CA) in Austria shape fatherhood practices. All interviewees had claimed CA for a minimum duration of five months. Since infant care has only recently been incorporated into normative constructions of masculinity, our praxeological analysis centers on fathers. By applying the theoretical concept of hybrid masculinities, we examine these practices which are still perceived as “new”. In the couple interviews we conducted, we analyzed the reports and views of both parents, which tended to be more fully expressed when the parents interviewed were in conversation with each other. We applied topic-specific content analysis and Informed Grounded Theory to analyze the empirical data, guided by semi-structured interview protocols and coded with MAXQDA. Our findings indicate that fathers successfully take on and embody caregiving responsibilities. However, they also continue to conform to traditional constructions of masculinity, particularly in their long-term reconciliation of childcare and employment. Considering international PL and CA policies, we discuss the relationship between parents’ dual PL uptake and social sustainability in the transformation of gendered parenting norms and the reduction in gender inequalities. Full article

(This article belongs to the Special Issue Intersections Between Work–Life Balance and Gender Policies: Equality and Sustainability for Caring and Family Transition)

16 pages, 410 KiB

Open AccessArticle

Spanish Social Cinema: Analysis of Evolution and Implications for Social and Behavioral Sciences

by Antonio Jesus Molina-Fernández, María Gemma Valero-Arroyo, Río Vázquez-Gomis and Florentino Moreno-Martín

Soc. Sci. 2025, 14(5), 268; https://doi.org/10.3390/socsci14050268 - 27 Apr 2025

Abstract

Social cinema is a cinematographic expression used to denounce current and historical problems, as well as to identify social limits and promote the transformation of society itself. To this end, works included in social cinema depict aspects of reality to critically influence it. [...] Read more.

Social cinema is a cinematographic expression used to denounce current and historical problems, as well as to identify social limits and promote the transformation of society itself. To this end, works included in social cinema depict aspects of reality to critically influence it. The objective of this study is to examine the evolution of social cinema, as well as its scientific, economic and political bases and its main consequences for the general population. Method: This study was conducted by the application of the technique of qualitative research thematic analysis as a procedure in the process of the execution of the scientific task, related to a historical trend study of the research object. The search was carried out in the databases of IMDB and the Culture Ministry of Spain. The end of the dictatorship and the beginning of democracy (1975) was placed as the historical cutting point in the analysis. Various psychosocial variables were used as categories of analysis, including poverty, work, substance use, crime, urban and rural contexts, violence, etc. Results: Spanish social cinema has evolved since its origins in the 1950s as a reflection of Spanish society. These developments, including both progressions and regressions, have been connected with social, political and economic factors. Conclusions: While the shape of Spanish social cinema has changed over time, its themes have remained similar since the origin: poverty, work and hopelessness. The evolution has not been continuous, as it has fluctuated in response to the claims and requests from the context. The Spanish social cinema has reflected topics and images from Spanish society, even when the sociopolitical context avoided them. Finally, the legitimacy of Spanish social cinema is based on its cultural strength and social/political commitment. Full article

18 pages, 600 KiB

Open AccessArticle

Protective Factors for Marijuana Use and Suicidal Behavior Among Black LGBQ U.S. High School Students

by DeKeitra Griffin, Shawndaya S. Thrasher, Keith J. Watts, Philip Baiden, Elaine M. Maccio and Miya Tate

Soc. Sci. 2025, 14(5), 267; https://doi.org/10.3390/socsci14050267 - 26 Apr 2025

Abstract

This study aimed to investigate the association between protective factors, marijuana use, and suicidal behavior among Black LGBQ U.S. adolescents. Methods: A subsample of 991 Black LGBQ adolescents was derived from the 2019 Combined High School YRBSS dataset. Suicidal behavior was measured as [...] Read more.

This study aimed to investigate the association between protective factors, marijuana use, and suicidal behavior among Black LGBQ U.S. adolescents. Methods: A subsample of 991 Black LGBQ adolescents was derived from the 2019 Combined High School YRBSS dataset. Suicidal behavior was measured as suicidal planning and/or previous suicide attempts. Marijuana usage gauged lifetime consumption. The protective factors included sports team participation, physical activity, eating breakfast, hours of sleep, and academic performance. Age and sex were entered as covariates. Multiple imputation by chained equations (MICE) was used to address missing data, and pooled binary logistic regression analyses were conducted. Results: Academic performance and hours of sleep were significantly associated with lower odds of suicidal behavior and lifetime marijuana use. Sports team participation was associated with higher odds of lifetime marijuana use. Being female was linked to higher odds of marijuana use, while older age was associated with lower odds. Discussion: For Black LGBQ youth, academic performance and sufficient sleep may function as protective factors. Participating in sports was associated with greater odds of risk behaviors, highlighting the need to assess the experiences of Black LGBQ youth in sports. Implications and Contributions: Our findings inform school programming, policy, and practice by identifying academic support and sleep health as intervention areas. Full article

(This article belongs to the Special Issue The Social and Emotional Wellbeing of LGBTQ+ Young People)

► Show Figures

Figure 1

19 pages, 256 KiB

Open AccessArticle

Supporting Fathers Experiencing Family Breakdown: Practitioner Perspectives

by Benjamin Hine and Eilish Mairi Roy

Soc. Sci. 2025, 14(5), 266; https://doi.org/10.3390/socsci14050266 - 25 Apr 2025

Abstract

Background: This study explored the experiences and insights of providers who support fathers experiencing family breakdown, separation, and divorce (FBSD). Methods: Nine practitioners who work for organizations in the United Kingdom supporting fathers experiencing FBSD were interviewed using deliberative inquiry. The data were [...] Read more.

Background: This study explored the experiences and insights of providers who support fathers experiencing family breakdown, separation, and divorce (FBSD). Methods: Nine practitioners who work for organizations in the United Kingdom supporting fathers experiencing FBSD were interviewed using deliberative inquiry. The data were analyzed using reflexive thematic analysis to identify key themes. Results: The findings highlighted four primary themes: ‘Support Needed by Fathers’, ‘Barriers for Organizations’, ‘Best Practice’, and ‘Recommendations’. Conclusions: The results mirror previous findings with fathers themselves and illuminate the immense challenges faced by organizations supporting them. Participants offered valuable insights into the necessary reform and change required to improve the experiences of separated fathers and their ability to support them. Full article

(This article belongs to the Special Issue Lost Dads: The Fathers and Family Breakdown, Separation, and Divorce Project)

22 pages, 557 KiB

Open AccessArticle

Feasibility of Tiyanjane: A Family–School–Community Intervention Promoting Parental Involvement in the Education of Children with Disabilities in Malawi

by David John Musendo, Sarah Polack, Blessings Chirwa, Ellen S. Nkambule, Claire Mukakagame, Magnolia Chikanya, Thomas A. Nkhonjera and Tracey Smythe

Soc. Sci. 2025, 14(5), 265; https://doi.org/10.3390/socsci14050265 - 25 Apr 2025

Abstract

Evidence-based and theory-informed interventions focusing on parents of children with disabilities in low-income countries are scarce. This study examined the feasibility of Tiyanjane, a 12-week pilot intervention developed to promote parental involvement in the education of children with disabilities in Malawi. A mixed-method [...] Read more.

Evidence-based and theory-informed interventions focusing on parents of children with disabilities in low-income countries are scarce. This study examined the feasibility of Tiyanjane, a 12-week pilot intervention developed to promote parental involvement in the education of children with disabilities in Malawi. A mixed-method approach was employed based on five aspects of Bowen’s feasibility framework: acceptability, demand, implementation, practicality, and limited efficacy. Twenty-one participants (13 caregivers, four teachers, and four local leaders) participated in the study. Standardised measures, namely the Parent and Family Adjustment Scale (PAFAS) and the Multidimensional Scale of Perceived Social Support (MSPSS), were employed to evaluate changes in parental practices, adjustments, and perceived social support. Qualitative data were collected using focus groups and in-depth interviews to assess the feasibility of the intervention. Tiyanjane showed promise in promoting parental involvement in the education of children with disabilities. The intervention demonstrated high fidelity, achieving 100% retention and 95% attendance. Local resources, commitment from participants and facilitators, and strong family school–community ties enabled the practicality and execution of the intervention. Significant improvements were observed in the PAFAS and MSPSS scores across the assessed post-intervention outcomes. Minor logistical issues including resource and implementation challenges were reported. Tiyanjane was feasible for the facilitators and participants in the Malawian context. Further studies are needed to assess the programme’s adaptation, integration, and expansion in other contexts before scaling up. Full article

(This article belongs to the Special Issue Nurturing Bridges: Embracing Growth and Connecting Life for Children)

► Show Figures

Figure A1

Journal Description

Social Sciences

Latest Articles

Journal Menu

Journal Browser

Highly Accessed Articles

Latest Books

E-Mail Alert

News

Topics

Conferences

Special Issues

Topical Collections

Further Information

Guidelines

MDPI Initiatives

Follow MDPI