Racism and young girls' peer group relations: the experiences of South Asian girls

This article draws upon data from an indepth ethnographic study of five- and six-year-old children in an English multi-ethnic, inner city primary school. It focuses on the significance of ‘race’ within young girls’ peer group relations and the ways in which the social dynamics that underlie those relations provide the context for understanding the particular nature and form that racism takes among the girls. This is done through a focus on the experiences of South Asian girls within the group. Within this, the article has two main aims. First, it aims to contribute to the literature within the sociology of education by extending the existing research focus on racism within teacher/pupil interactions to include an understanding of racism as it manifests itself among the children’s peer-group relations. Second, in adapting and applying Pierre Boudieu’s concepts of capital and field, the article also offers a contribution to the literature within the sociology of ‘race’ and ethnicity by suggesting one potentially fruitful way in which racism can be understood within specific social contexts.

Racism, masculine peer-group relations and the schooling of African/Caribbean infant boys

The past decade has witnessed the publication of a growing number of important ethnographic studies investigating the schooling experiences of Black students. Their focus has largely been upon student-teacher relations during the students' last few years of compulsory schooling. What they have highlighted is the complexity of racism and the varied nature of Black students' experiences of schooling. Drawing upon data from a year-long ethnographic study of an inner-city, multi-ethnic primary school, this paper aims to compliment these studies in two ways. Firstly the paper will broaden the focus to examine how student peer-group relations play an integral role, within the context of student-teacher relations, in shaping many Black students' schooling experiences. By focussing on African/Caribbean infant boys, it will be shown how student-teacher relations on the one hand, and peer-group relations on the other, form a continuous feed-back loop; the products of each tending to exacerbate and inflate the other. Secondly, by concentrating on infant children, the paper will assess the extent to which these resultant processes and practices are also evident for Black pupils at the beginning of their school careers - at the ages of five and six.

Private equity, the minimalist organization and the quality of employment relations

This article develops a firm-level analysis of how the quality of employment relations following acquisition by private equity firms (PEFs) is contingent upon the strategic intent of those firms and the post-acquisition organizational choices they make. The efficiency gains that PEFs seek in acquired companies are expected to encourage restructuring towards a minimalist organization. However, the form such an organization takes is seen to depend on whether PEF strategy is oriented primarily towards extracting short-term value from acquired assets rather than towards renewing and developing those assets. Contrasts in the process of restructuring and in organizational form associated with these two strategies will have different implications for the quality of employment relations. The way in which PEFs restructure the companies or units they acquire is the key intervening factor between the strategic intent of PEFs and impact they have on the quality of employment relations. © The Author(s) 2010.

Perception of patterns of musical beat distribution in phonological developmental dyslexia:significant longitudinal relations with word reading and reading comprehension

In a recent study, we reported that the accurate perception of beat structure in music ('perception of musical meter') accounted for over 40% of the variance in single word reading in children with and without dyslexia (Huss et al., 2011). Performance in the musical task was most strongly associated with the auditory processing of rise time, even though beat structure was varied by manipulating the duration of the musical notes.

British Constructions with Constitutions:The Formal and Informal Nature of 'Island' Relations on Montserrat and Gibraltar

This article explores social, economic and political relations on two British Dependent Territories (BDTs) -- Montserrat and Gibraltar. This article notes that though BDTs are British colonial constructions, created, sustained and modelled upon and by Britain, they differ from Britain in that they have political constitutions. They also exhibit an ambiguous dependence and independence upon and with Britain. This article goes on to look at social and economic relations on Montserrat and Gibraltar before comparing and contrasting the political climates on each BDT. Throughout this article, it is suggested that there is a dynamic tension between formal and informal aspects to managing life. Finally, this article concludes with a discussion about the suitability of the split between Executive and Legislative Councils in these two BDTs.

Imagining harmonious intergroup relations

In order to ensure harmony in multicultural societies, it is essential that interventions are developed to tackle intergroup prejudice and discrimination. This article examines three types of intergroup contact that help to improve intergroup relations. Encouraging friendships between members of different groups should be especially effective in multicultural settings. In segregated settings, however, indirect forms of contact, such as learning about the contact experiences of others, or even imagining an intergroup encounter, may be useful.