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Journal articles on the topic 'Feminist psychology'
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1
Kurtiş, Tuğçe, and Glenn Adams. "Decolonizing Liberation: Toward a Transnational Feminist Psychology." Journal of Social and Political Psychology 3, no. 1 (August 21, 2015): 388–413. http://dx.doi.org/10.5964/jspp.v3i1.326.
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This paper engages the theme of “decolonizing psychological science” in the context of a perspective on psychological theory and research—namely, feminist psychology—that shares an emphasis on broad liberation. Although conceived as a universal theory and practice of liberation, scholars across diverse sites have suggested that feminism—perhaps especially as it manifests in psychological science—is not always compatible with and at times is even contradictory to global struggles for decolonization. The liberatory impulse of feminist psychology falls short of its potential not only because of its grounding in neocolonial legacies of hegemonic feminisms, but also because of its complicity with neocolonial tendencies of hegemonic psychological science. In response to these concerns, we draw upon on perspectives of transnational feminisms and cultural psychology as tools to decolonize (feminist) psychology. We then propose the possibility of a (transnational) feminist psychology that takes the epistemological position of people in various marginalized majority-world settings as a resource to rethink conventional scientific wisdom and liberate “liberation”. Rather than freeing some women to better participate in global domination, a transnational feminist psychology illuminates sustainable ways of being that are consistent with broader liberation of humanity in general.
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Dabrowski, Irene. "LIBERATING THE “DEVIANT” FEMINIST IMAGE THROUGH EDUCATION." Social Behavior and Personality: an international journal 13, no. 1 (January 1, 1985): 73–81. http://dx.doi.org/10.2224/sbp.1985.13.1.73.
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A study was conducted testing the following hypothesis: Feminists are labeled as deviant or nondeviant depending on the audience's exposure to feminist education. Specifically tested was the assumption that there is a relationship between attitudes toward feminists and exposure to university courses on feminism. A questionnaire, measuring attitudes in retrospect, over a two-year time span, was administered to 99 students at a metropolitan mid-western university. Based on accessibility, four student groups were selectively chosen and then tested with the major variable under consideration, i.e., exposure (or lack of it) to consciousness-raising courses related to feminism. The results of t-test analysis indicate that the attitudes of students exposed to feminist courses changed in a more positive direction. The students not exposed to feminist courses already held positive feminist attitudes, although of a lesser degree. Thus, the labeling of feminist behavior as deviant or nondeviant did not solely depend on the audience's exposure to feminist education. However, there was a positive relationship between attitudes toward feminist behavior and exposure to university courses on feminism.
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Kuhle, Barry X. "Evolutionary Psychology is Compatible with Equity Feminism, but Not with Gender Feminism: A Reply to." Evolutionary Psychology 10, no. 1 (January 1, 2012): 147470491201000. http://dx.doi.org/10.1177/147470491201000104.
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I comment on Eagly and Wood's biosocial constructionist evolutionary theory (2011; DOI: 10.1007/s11199-011-9949-9). Although this gender feminist theory allows for evolved physical differences between men and women and evolved psychological similarities for men and women, it fails to consider evolutionary accounts of psychological sex differences. I hypothesize that gender feminists' reluctance to acknowledge that evolution has left different fingerprints on men's and women's bodies and brains stems from two common misunderstandings of evolutionary psychology: the myth of immutability and the naturalistic fallacy. I conclude that although evolutionary psychology is eminently compatible with equity feminism, evolutionary psychology and feminist psychology will conflict as long as the latter adheres to gender feminism and its unwillingness to acknowledge the evidence for evolved psychological sex differences. Gender feminism's dualistic view of evolution hinders the search for and understanding of the proximate and ultimate causes of inequality. Feminist psychology needs to evolve by embracing equity feminism, which has no a priori stance on the origin or existence of differences between the sexes.
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Jackson, Sue. "Young feminists, feminism and digital media." Feminism & Psychology 28, no. 1 (February 2018): 32–49. http://dx.doi.org/10.1177/0959353517716952.
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Over recent years, young feminist activism has assumed prominence in mainstream media where news headlines herald the efforts of schoolgirls in fighting sexism, sexual violence and inequity. Less visible in the public eye, girls’ activism plays out in social media where they can speak out about gender-based injustices experienced and witnessed. Yet we know relatively little about this significant social moment wherein an increasing visibility of young feminism cohabits a stubbornly persistent postfeminist culture. Acknowledging the hiatus, this paper draws on a qualitative project with teenage feminists to explore how girls are using and producing digital feminist media, what it means for them to do so and how their online practice connects with their offline feminism. Using a feminist poststructuralist approach, analyses identified three key constructions of digital media as a tool for feminist practice: online feminism as precarious and as knowledge sharing; and feminism as “doing something” on/offline. Discussing these findings, I argue that there is marked continuity between girls’ practices in “safe” digital spaces and feminisms practised in other historical and geographical locations. But crucially, and perhaps distinctly, digital media are a key tool to connect girls with feminism and with other feminists in local and global contexts.
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Comas-Díaz, Lillian. "Feminism and Diversity in Psychology: The Case of Women of Color." Psychology of Women Quarterly 15, no. 4 (December 1991): 597–609. http://dx.doi.org/10.1111/j.1471-6402.1991.tb00433.x.
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The contributions of feminist psychology to diversity are highlighted, focusing on the example of women of color. A historical overview of the confluence of feminism and ethnicism is provided, stressing the dynamic interplay between these two movements. The relevance of feminist psychology to women of color is assessed in addition to women of color's contributions to feminism. The role of women of color in the transformation and reformulation of an integrative feminist psychology is examined.
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Gill, Diane L. "Feminist Sport Psychology: A Guide for Our Journey." Sport Psychologist 15, no. 4 (December 2001): 363–72. http://dx.doi.org/10.1123/tsp.15.4.363.
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Feminist sport psychology encompasses many approaches and has many variations. The articles in this special issue reflect that variation but also reflect common themes outlined in this introductory article. The feminist framework for this article begins with bell hooks’ (2000) inclusive, action-oriented definition of feminism as “a movement to end sexism, sexist exploitation, and oppression” (p. viii). The following themes, drawn from feminist theory and sport studies scholarship, provide the supporting structure: (a) gender is relational rather than categorical; (b) gender is inextricably linked with race/ethnicity, class, and other social identities; (c) gender and cultural relations involve power and privilege; and (d) feminism demands action. Gender scholarship in sport psychology is reviewed noting recent moves toward feminist approaches and promising directions that incorporate cultural diversity and relational analyses to move toward feminist practice. The other articles in this issue reflect similar feminist themes and present unique contributions to guide us toward feminist sport psychology.
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Krane, Vikki. "A Feminist Perspective on Contemporary Sport Psychology Research." Sport Psychologist 8, no. 4 (December 1994): 393–410. http://dx.doi.org/10.1123/tsp.8.4.393.
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Martens (1987) and Dewar and Horn (1992) expressed the need for accepting diverse epistemological perspectives in sport psychology. This paper proposes feminism as an alternative approach to sport psychology research. Feminism grew out of dissatisfaction with “science-as-usual” that often overlooks the experiences of females and acknowledges that sport behavior does not occur in a value-free vacuum; male and female athletes are exposed to very different situations and experiences in sport. A reexamination of the knowledge base, with particular attention to the experiences of females, is needed. Because discontentment with logical positivism has led researchers in a variety of fields to adopt a feminist perspective, a brief critique of logical positivism is provided. A feminist paradigm and feminist methodologies are described, showing how they can enhance knowledge in sport psychology. Finally, examples of feminist inquiry in sport psychology are provided.
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Macleod, Catriona Ida, Rose Capdevila, Jeanne Marecek, Virginia Braun, Nicola Gavey, and Sue Wilkinson. "Celebrating 30 years of Feminism & Psychology." Feminism & Psychology 31, no. 3 (August 2021): 313–25. http://dx.doi.org/10.1177/09593535211027457.
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Feminism & Psychology ( F&P) was launched in 1991 with a sense of possibility, enthusiasm and excitement as well as a sense of urgent need – to critique and reconstruct mainstream psychology (theory, research methods, and clinical practice). Thirty years have now passed since the first issue was produced. Thirty volumes with three or four issues have been published each year, thanks to the efforts of many. On the occasion of F&P’s 30th anniversary, we, the present and past editors, reflect on successes, changes and challenges in relation to the journal. We celebrate the prestigious awards accruing to the journal, its editors, and authors, and the significant contributions the journal has made to critical feminist scholarship at the interface of feminisms and psychologies. We note some of the theoretical and methodological developments and social changes witnessed over the last three decades. We highlight challenges facing feminist researchers in academia as well as international feminist publishing. We conclude that the initial enthusiasm and excitement expressed by the then editorial collective was justified. But, there is still much work to be done.
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Lafrance, Michelle N., and Britta Wigginton. "Doing critical feminist research: A Feminism & Psychology reader." Feminism & Psychology 29, no. 4 (August 26, 2019): 534–52. http://dx.doi.org/10.1177/0959353519863075.
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As we approach Feminism & Psychology’s 30th anniversary, we reflect on and explore what makes the journal distinctive – its emphasis on critical feminist psychology. In this article and the accompanying Virtual Special Issue, we outline five methodological considerations that we believe are at the heart of critical feminist scholarship: 1) the politics of asking questions; 2) attention to language/discourse; 3) reflexivity; 4) representation and intersectionality; and 5) mobilizing research for social change. We then draw across a set of 15 articles published in the archives of Feminism & Psychology that showcase one or more of these key features and demonstrate the ‘doing’ of critical feminist psychology. These articles are housed on the journal’s website, as is an additional paper developed for students or those in a position of learning, which explores central ideas and debates that have culminated in critical feminist psychology.
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Semerjian, Tamar Z., and Jennifer J. Waldron. "The Journey through Feminism: Theory, Research, and Dilemmas from the Field." Sport Psychologist 15, no. 4 (December 2001): 438–44. http://dx.doi.org/10.1123/tsp.15.4.438.
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This paper explores how feminism can be used in sport psychology research and the particular dilemmas that can present themselves when a feminist perspective is used within the framework of sport psychology. Both authors describe their personal entrées into various schools of feminism, the ways they incorporate feminist theory into their work, and the struggles they have encountered in using feminist approaches in a field that is not always open to feminist epistemology. This paper includes a description of several types of feminist thought. Both authors use feminist theory in research that concerns women at either end of the life span, specifically girls and older women, and the ways that members of these groups think about and relate to their bodies. While feminism has been an important, useful, and enlightening perspective and tool for both authors, it has also proven problematic within the context of sport psychology research. The dilemmas encountered are described as epistemological and methodological and discussed in the context of personal experiences from both authors.
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Stewart, Abigail J., and Andrea L. Dottolo. "Feminist Psychology." Signs: Journal of Women in Culture and Society 31, no. 2 (January 2006): 493–509. http://dx.doi.org/10.1086/491683.
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Macleod, Catriona Ida, Sunil Bhatia, and Wen Liu. "Feminisms and decolonising psychology: Possibilities and challenges." Feminism & Psychology 30, no. 3 (August 2020): 287–305. http://dx.doi.org/10.1177/0959353520932810.
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In this special issue, we bring together papers that speak to feminisms in relation to decolonisation in the discipline of psychology. The six articles and two book reviews address a range of issues: race, citizenship, emancipatory politics, practising decolonial refusal, normalising slippery subjectivity, Islamic anti-patriarchal liberation psychology, and decolonisation of the hijab. In this editorial we outline the papers’ contributions to discussions on understanding decolonisation, how feminisms and decolonisation speak to each other, and the implications of the papers for feminist decolonising psychology. Together the papers highlight the importance of undermining the gendered coloniality of power, knowledge and being. The interweaving of feminisms and decolonising efforts can be achieved through: each mutually informing and shaping the other, conducting intersectional analyses, and drawing on transnational feminisms. Guiding principles for feminist decolonising psychology include: undermining the patriarchal colonialist legacy of mainstream psychological science; connecting gendered coloniality with other systems of power such as globalisation; investigating topics that surface the intertwining of colonialist and gendered power relations; using research methods that dovetail with feminist decolonising psychology; and focussing praxis on issues that enable decolonisation. Given the complexities of the coloniality and patriarchy of power-knowledge-being, feminist decolonising psychology may fail. The issues raised in this special issue point to why it mustn’t.
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Kim, Crystal, and Jessica Ringrose. "“Stumbling Upon Feminism”." Girlhood Studies 11, no. 2 (June 1, 2018): 46–62. http://dx.doi.org/10.3167/ghs.2018.110205.
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In this article, we discuss a case study of a feminist society in a girls’ secondary school in England, highlighting how teenage girls use social media to combat sexism. Considering the recent growth of feminist societies in UK schools, there is still a lack of research documenting how young feminists use social media’s feminist content and connections. Addressing this gap, we draw on interviews and social media analyses to examine how girls navigate feminisms online and in school. Despite their multifaceted use of social media, the girls in our research undervalued digital feminism as valid or valued, in large part because of dismissive teacher and peer responses. We conclude by suggesting that schools need to cultivate social media as a legitimate pedagogical space by developing informed adult support for youth engagement with social justice-oriented online content.
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Whaley, Diane E. "Feminist Methods and Methodologies in Sport and Exercise Psychology: Issues of Identity and Difference." Sport Psychologist 15, no. 4 (December 2001): 419–30. http://dx.doi.org/10.1123/tsp.15.4.419.
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Feminist methodologies are as varied as the individuals who conduct research using a feminist perspective. This article highlights some of the issues pertinent to feminist analyses in sport and exercise psychology. The underlying frameworks feminists employ (methodologies and epistemologies), as well as methodological questions important to feminist researchers, are discussed. Specific epistemologies evident in psychology and sport psychology are reviewed, and underused methods applicable to the sport and exercise context are offered as alternatives to existing methods. Finally, complexities and current tensions evident in feminist methodologies are discussed, and the particular issue of employing quantitative methods from a feminist perspective is debated. Particular attention is paid throughout the article to issues not only of gender but of age, ethnicity, race, and other differences.
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Stillion, Judith M., and Hedy White. "Feminist Humor: Who Appreciates it and Why?" Psychology of Women Quarterly 11, no. 2 (June 1987): 219–32. http://dx.doi.org/10.1111/j.1471-6402.1987.tb00785.x.
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Despite popular-media claims that feminists lack a sense of humor, there has been little actual research investigating feminist humor and people's reactions to it. Three experiments investigated reactions to humorous feminist slogans that subjects classified into thematic categories. Subjects in Experiment 1 were females and males, over 30 years old, who considered themselves feminists or strongly sympathetic toward feminism. Experiment 2 used female and male undergraduates, under 30 years old, with varying levels of sympathy towards feminism. Subjects in Experiment 3 were students enrolled in the 6th, 8th, and 10th grades of a summer enrichment program for academically gifted students. The females in Experiment 1 gave the highest humor ratings, while the females in the second experiment gave the lowest ratings. In Experiment 3, sex differences in humor ratings were not reliable, but ratings of the extent to which subjects agreed with the slogans were higher for females than for males. The results of the three experiments suggest that both gender and feminist sympathy influence reactions to feminist humor.
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Roper, Emily A. "The Personal Becomes Political: Exploring the Potential of Feminist Sport Psychology." Sport Psychologist 15, no. 4 (December 2001): 445–49. http://dx.doi.org/10.1123/tsp.15.4.445.
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In this paper, I will briefly describe my ongoing feminist journey and the significance and meaning of aligning myself with feminism. Additionally, I will discuss my feminist perspective, mainly feminist cultural studies, and how this framework informs my sport psychological research and practice. Lastly, I will discuss the potential of a feminist approach for broadening what it means to be a “sport psychologist.”
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Lott, Bernice. "Social Psychology: Humanist Roots and Feminist Future." Psychology of Women Quarterly 15, no. 4 (December 1991): 505–19. http://dx.doi.org/10.1111/j.1471-6402.1991.tb00426.x.
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The central theme of this article is that a feminist perspective is not only compatible with the history, objectives, and emphases of social psychology, but necessary for its continued vitality. In view of social psychology's humanist roots and its “nurturist” and “social optimist” tenets, it is not surprising that feminist scholarship has flourished within it. Situational factors and group membership—the focus of social psychological inquiry—are also key to understanding how culture constructs gender, a central issue in the feminist agenda. Some of the important women in the early decades of American psychology are claimed as foremothers of social psychology and as feminist voices, and the feminist perspective is defined and identified in terms of its major interrelated themes. The influence of feminist scholarship on contemporary social psychology is illustrated, and it is argued that a feminist perspective will become increasingly more visible.
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Lykes, M. Brinton, and Abigail J. Stewart. "Evaluating the Feminist Challenge to Research in Personality and Social Psychology: 1963–1983." Psychology of Women Quarterly 10, no. 4 (December 1986): 393–412. http://dx.doi.org/10.1111/j.1471-6402.1986.tb00764.x.
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Multiple indices for evaluating the feminist challenge in psychology are identified, and provide a context for discussing selected aspects of research in personality and social psychology that reflect the impact of feminism on psychology. Women's involvement in the research process, the types of research methods used, and substantive concerns were examined in selected issues of the Journal of Personality and Social Psychology between 1963 and 1983. Despite a significant increase in the proportion of articles with female authors, there were no clear changes in any of the methodological variables we assessed. Comparisons of these studies and those published in the Psychology of Women Quarterly suggest that the impact of the feminist challenge is far more noticeable in this more explicitly feminist journal. Evidence pertaining to the relative impact of publishing in explicitly feminist versus “mainstream” journals, derived from analyses of citation frequency of several feminist studies, was examined. Overall, results suggest that feminist values may have affected research topics more than research methods within personality and social psychology. Several implications of this gatekeeping function of methodology are discussed.
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Henking, Susan E. "Rejected, Reclaimed, Renamed: Mary Daly on Psychology and Religion." Journal of Psychology and Theology 21, no. 3 (September 1993): 199–207. http://dx.doi.org/10.1177/009164719302100301.
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This article reviews Mary Daly's five books published between 1968 and 1987. Mary Daly is a key contributor to the feminist view of religion. The focus of this discussion is her intellectual trajectory that includes critique and reconstruction of both psychology and religion. As she moves from reform to radical feminism and from Christianity to postchristian feminist spirituality, Daly increasingly views both psychology and religion as aspects of oppressively patriarchal culture. Simultaneously, her own work includes psychological insights and envisions psychic integrity as a goal of the spiritual revolution of feminism. Daly's work sponsors a psychology of religion and dialogue between psychology and religion that opposes sexism.
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Peplau, Letitia Anne, and Eva Conrad. "Beyond Nonsexist Research: The Perils of Feminist Methods in Psychology." Psychology of Women Quarterly 13, no. 4 (December 1989): 379–400. http://dx.doi.org/10.1111/j.1471-6402.1989.tb01009.x.
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It is the thesis of this article that efforts to identify a distinctive set of “feminist methods” for psychological research are not only futile but unwise. We begin by discussing the defining features of feminist research in psychology. We then evaluate several proposals for distinctively feminist methods in psychology. Suggestions that feminists should avoid experimentation and quantitative research as inherently less feminist than other approaches are considered and rejected, as are criteria based on the sex of the research participants or the researcher. We further argue that the proposed distinction between “agentic” and “communal” approaches to research is misleading. We conclude that any research method can be misused in sexist ways, and that no method comes with a feminist guarantee. Feminist researchers should be skeptical of the limitations of all research methods.
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Kelly, Suzanne. "Tofu feminism: can feminist theory absorb evolutionary psychology?" Dialectical Anthropology 38, no. 3 (August 27, 2014): 287–304. http://dx.doi.org/10.1007/s10624-014-9353-2.
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Riger, Stephanie. "On Becoming a Feminist Psychologist." Psychology of Women Quarterly 40, no. 4 (November 15, 2016): 479–87. http://dx.doi.org/10.1177/0361684316676539.
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Feminists have seen profound changes in psychology both in the amount of research on women and gender and in the inclusion of women and others who have been underrepresented in psychology faculties. But beyond promoting those changes, what does it mean to be a feminist psychologist? Here, I discuss ways in which grounding my work in feminism has led to emotional reactions that have fueled my research but also, at times, been depleting. Researchers’ emotions have typically been thought of as contaminants to their work, but I suggest that they may be a critical part of our practice and should be acknowledged and explored. Reflecting on my own emotional reactions to doing research on violence against women has led me to recommend two ways to work for social justice: by changing the narrative about social problems and by working with advocates to do research that is useful to bring about change.
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Stewart, Abigail. "Performing Feminist Psychology." Contemporary Psychology 48, no. 4 (August 2003): 416–18. http://dx.doi.org/10.1037/000836.
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Fitriyah, Lailatul. "Poststructuralist-Feminist International Relations: A Point of Reconciliation?" Andalas Journal of International Studies (AJIS) 4, no. 1 (May 1, 2015): 96. http://dx.doi.org/10.25077/ajis.4.1.96-108.2015.
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The relationships between peace studies and international relations (IR) has never been easy. The “strategic” nature of inter-state relations in IR and its state-centric focus are some of the big challenges to the humanitarian nature of peace studies. However, the rise of feminism in IR in the 1980s has given us a new promise in opening the field of IR to a greater humanitarian focus which could take even the individual level of analysis into account. IR poststructuralist-feminism - which is understood as an IR feminist perspective which deconstruct the “common assumptions of culture” (Sylvester, 1994) including feminism itself - is particularly progressive in the sense that it does not only provide the room to problematize the basic assumptions of mainstream IR, but also room to even question the premises of the IR feminists themselves, a self-reflective quality shared by contemporary peace studies. One of the latest theoretical developments in poststructuralist-feminist IR is the “adoption” of positive psychology into IR methodology in order to take a deeper look into the mostly forgotten dimension of humans’ capability to flourish even under the most extreme condition (Penttinen, 2013). Again, this new proposal resonates with the current trend in peace studies scholarship in which peacebuilding processes are geared toward fuller ownership by the locals and harnesses their capabilities to survive. This article would like to analyze the potentialities of feminist approaches in IR, particularly those which come from the poststructuralist school of thought, as a fruitful “meeting point” for peace studies and IR. Once we identify the “meeting point,” hopefully it can bring us into a rich inter-disciplinary endeavor in the future as well as a better understanding of the dynamics of peacebuilding practices in the context of international relations.Key Words: international relations, poststructuralist feminist IR, peace studies, positive psychology, reflective practices
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Rudman, Laurie A., and Kimberly Fairchild. "The F Word: Is Feminism Incompatible with Beauty and Romance?" Psychology of Women Quarterly 31, no. 2 (June 2007): 125–36. http://dx.doi.org/10.1111/j.1471-6402.2007.00346.x.
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Three studies examined the predictive utility of heterosexual relationship concerns vis-à-vis support for feminism. Study 1 showed that beauty is perceived to be at odds with feminism, for both genders. The stereotype that feminists are unattractive was robust, but fully accounted for by romance-related attributions. Moreover, more attractive female participants (using self-ratings) showed decreased feminist orientations, compared with less attractive counterparts. Study 2 compared romantic conflict with the lesbian feminist stereotype and found more support for romantic conflict as a negative predictor of support for feminism and women's civil rights. Study 3 showed that beliefs about an incompatibility between feminism and sexual harmony negatively predicted support for feminism and women's civil rights. In concert, the findings indicate that a marriage between research on romantic relationships and the factors underlying sexism is overdue for understanding gender inequities.
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Jacklin, Carol Nagy, and Catherine McBride-Chang. "The Effects of Feminist Scholarship on Developmental Psychology." Psychology of Women Quarterly 15, no. 4 (December 1991): 549–56. http://dx.doi.org/10.1111/j.1471-6402.1991.tb00429.x.
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The present article examines some of the ways in which feminist scholarship has helped shape developmental psychology, particularly the study of child development. Three main influences are discussed. (a) Feminist scholars have helped break the “male-as-norm” tradition. Toward this end, feminists have encouraged the valuing of females, the recognition that fewer sex differences exist than had previously been asserted by society at large, and the understanding that many sex differences that do exist are caused by the different socialization patterns of girls and boys. (b) Feminist scholarship has helped lessen “mother blaming” in accounting for children's behavior. The entire social world of the child (including fathers, peers, siblings, schools, grandparents, daycare, etc.) and biological makeup and predispositions are now all recognized as important influences on children's behavior. Finally, (c) feminist scholars have helped reconceptualize children's gender-role socialization. This has been done both by reinterpreting existing theories of gender-role socialization and by developing new theories.
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Yoder, Janice D. "Challenging the Gendered Academic Hierarchy." Psychology of Women Quarterly 42, no. 2 (March 20, 2018): 127–35. http://dx.doi.org/10.1177/0361684318762695.
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In my 2017 Sherif Award address, I pay tribute to Carolyn Wood Sherif for her insightful exposure of an academic hierarchy in psychology and her call to be skeptical not only of our research choices but also of our career choices. I contend that the artificial separation of research/scholarship and teaching/mentoring, along with the masculinization and privileging of the former over the latter, contributes to perpetuating this gendered academic hierarchy. I suggest three possibilities for integrating teaching and research, embedded within one’s commitment to feminist activism, by (a) publishing about one’s own teaching, (b) researching one’s teaching effectiveness, and (c) using one’s classes to do research that contributes to feminist scholarship (as well as, in a fourth example, challenging the academic hierarchy itself). My immodest goal is to inspire junior and senior academic feminists to practice a “subversive” feminism that challenges the gendered, hierarchical academic institutions in which we are immersed as feminists “doing” (i.e., socially constructing) both teaching and research.
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Morawski, Jill G., and Gail Agronick. "A Restive Legacy: The History of Feminist Work in Experimental and Cognitive Psychology." Psychology of Women Quarterly 15, no. 4 (December 1991): 567–79. http://dx.doi.org/10.1111/j.1471-6402.1991.tb00431.x.
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In the last century feminist psychologists have contributed to refining and improving research in experimental psychology. While the accomplishments are cause for celebration during the American Association of Psychology's (APA) Centennial year, especially given the sexism that has accompanied scientific practices, we need to examine more carefully the difficulties—past and present—that attend feminist efforts in the discipline. This brief article explores the strategies that feminist researchers have used to eliminate androcentrism and sexism from experimental and, more recently, cognitive psychology. Such historical reassessment not only reveals the multiple and insightful means by which feminist psychologists have proceeded, but also indicates that feminist work must continue to focus on epistemological and theoretical problems as well as methodological ones.
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Greenleaf, Christy, and Karen Collins. "In Search of Our Place: An Experiential Look at the Struggles of Young Sport and Exercise Psychology Feminists." Sport Psychologist 15, no. 4 (December 2001): 431–37. http://dx.doi.org/10.1123/tsp.15.4.431.
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This paper presents our experiences, thoughts, and struggles in working toward understanding, embracing, and implementing feminist perspectives in our scholarship and practice. Mentors, through their encouragement, guidance, and support, have played key roles in our growth as feminist sport and exercise psychology professionals. It is through our work with mentors that we have moved closer toward understanding and identifying with being feminist scholars. In our research, we place women as the central focus of our work, take into account contextual factors, and look toward creating social change. The struggles we have faced as young professionals include countering stereotypes of feminism, integrating feminist methodologies and epistemology into a traditionally logical positivist field, and moving from research findings to creating social change. Looking toward the future, we hope that feminist sport and exercise psychology scholars continue to build a community to share and discuss the issues and struggles of feminist researchers.
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Owton, Helen, Kylie Baldwin, Devina Lister, and Periklis Papaloukas. "Emerging Feminists." Psychology of Women Section Review 17, no. 1 (2015): 70–73. http://dx.doi.org/10.53841/bpspow.2015.17.1.70.
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TO CONTINUE THE THEME from the last edition, we asked ‘emerging Feminists’ to voice (in their own words) what feminism means to them, why they are feminists and how this interrelates with their research. We feel that the voices of student feminists are important to include, not only to reassure us that there are still feminists emerging, but to find out why feminism is important to them and to find out more about the new and exciting areas of interest feminist students are researching. We hope that you enjoy sitting back and breezing through this relatively new fresh section in the Psychology of Women Section Review and value any thoughts and feedback you might have on it. If you would like to be included in the next edition then do please get in touch: email:helen.owton@dmu.ac.uk
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Klonis, Suzanne, Joanne Endo, Faye Crosby, and Judith Worell. "Feminism as Life Raft." Psychology of Women Quarterly 21, no. 3 (September 1997): 333–45. http://dx.doi.org/10.1111/j.1471-6402.1997.tb00117.x.
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We looked at relationships between academic women's feminist identity and their perceptions of discrimination. From a sample of self-labeled feminist professors of psychology who had participated in the Feminist Teaching Project, we examined previously transcribed interviews and also collected new, auxiliary information. We expected to find that our respondents would view feminism as both provoking discrimination and helping them cope with discrimination. We found that experiences with gender discrimination were common among our sample, but that feminism in isolation was not perceived by our respondents as a provocation for problems. Rather than making it hard for women to swim in academic waters, feminism seemed to serve as a life raft for many professors.
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Ricketts, Mary. "Epistemological Values of Feminists in Psychology." Psychology of Women Quarterly 13, no. 4 (December 1989): 401–15. http://dx.doi.org/10.1111/j.1471-6402.1989.tb01010.x.
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The theoretical orientations and values of North American feminist psychologists were studied by surveying all participants at the 1985 conferences of the Association for Women in Psychology and the Canadian Psychological Association's Section on Women and Psychology. On dichotomous measures of theoretical orientation in psychology, scores of respondents tended to be subjectivist rather than objectivist. Respondents also tended to place more emphasis on the exogenous (external or social) determinants of human behavior rather than the endogenous (internal or biological) determinants. Feminist psychologists also endorsed values about the role of science in society that were consistent with rejection of traditional positivist assumptions about the value neutrality of science. Endorsement of a value-laden concept of science was associated with a preference for subjectivist epistemology. Differences were found between heterosexual and lesbian feminists (the latter group tending to favor a more subjectivist and more exogenist theoretical orientation than the former) and between feminist academics and practitioners (the latter group tending to favor a more subjectivist, but less exogenist, theoretical orientation than the former).
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Burman, Erica. "Experience, Identities and Alliances: Jewish Feminism and Feminist Psychology." Feminism & Psychology 4, no. 1 (February 1994): 155–78. http://dx.doi.org/10.1177/0959353594041009.
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Ahmed, Bipasha. "Feminism in psychology and professional contexts: debates in theory and method." Educational and Child Psychology 16, no. 2 (1999): 54–61. http://dx.doi.org/10.53841/bpsecp.1999.16.2.54.
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This paper critically evaluates some theoretical and methodological issues which arise when considering debates within ‘Feminist Psychology’ or the ‘Psychology of Women’. Specifically, it considers these issues in relation to how they inform our research and work as professionals. It summarises and highlights some of the debates about theory and method that have occurred amongst feminists working in psychology and considers how such debates may be useful when considered in broader contexts such as those within which we work as professionals. Three issues in particular are considered: bridging the gap between abstract theoretical concerns and applied situations; what actually constitutes feminist methodologies; and the usefulness of theorising difference.
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Macleod, Catriona, Malvern Chiweshe, and Jabulile Mavuso. "A critical review of sanctioned knowledge production concerning abortion in Africa: Implications for feminist health psychology." Journal of Health Psychology 23, no. 8 (April 22, 2016): 1096–109. http://dx.doi.org/10.1177/1359105316644294.
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Taking a feminist health psychology approach, we conducted a systematic review of published research on abortion featured in PsycINFO over a 7-year period. We analysed the 39 articles included in the review in terms of countries in which the research was conducted, types of research, issues covered, the way the research was framed and main findings. Despite 97 per cent of abortions performed in Africa being classifiable as unsafe, there has been no engagement in knowledge production about abortion in Africa from psychologists, outside of South Africa. Given this, we outline the implications of the current knowledge base for feminism, psychology and feminist health psychology in Africa.
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Lawthom, R., and E. Burman. "Tensions and possibilities of feminist authority in post-compulsory education." Educational and Child Psychology 16, no. 2 (1999): 35–48. http://dx.doi.org/10.53841/bpsecp.1999.16.2.35.
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In this paper we address the positions of feminist academics in educational establishments, taking higher education as a particular arena for the exploration of more general questions. The academy is reframed as a site of (largely implicit, but sometimes explicit) contest around gender and feminism, with feminist initiatives eliciting a corresponding antifeminism which is expressed in complex and sometimes surprising ways. Organisations are read as gendered spaces which provide a backdrop or structure for professional experience. We explore how the responsibilities required by academics can provide opportunities for feminists to challenge and question the dominant culture/discourse. We draw on examples from three professional activities in which our positions as women enter in salient ways. First, the experience of teaching and facilitating learning to psychology undergraduates and women’s studies students. Second, the experience of supervision at undergraduate and postgraduate levels. Third, the position of mentor, advisor, and counsellor which is an integral part of supporting students. Using examples from our own teaching and supervisory practices, we examine the tensions and interplay between constructions of gender and feminism, developing appropriate boundary relationships and the fostering of educational development, including resistance – the students’ resistance to us, our resistance as feminists in the academy and the interplay between the two. Rather than prescribing coping strategies, we explore some implications of being positioned as feminists in terms of organisational participation, our subjectivities and the students we aim to support.
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Bergeron, Sherry, Charlene Y. Senn, and Carmen Poulin. "Feminist Psychology in Canada." Feminism & Psychology 16, no. 3 (August 2006): 235–41. http://dx.doi.org/10.1177/0959353506067843.
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Bell, Macalester. "A Woman's Scorn: Toward a Feminist Defense of Contempt as a Moral Emotion." Hypatia 20, no. 4 (2005): 80–93. http://dx.doi.org/10.1111/j.1527-2001.2005.tb00537.x.
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In an effort to reclaim women's moral psychology, feminist philosophers have reevaluated several seemingly negative emotions such as anger, resentment, and bitterness. However, one negative emotion has yet to receive adequate attention from feminist philosophers: contempt. 1 argue that feminists should reconsider what role feelings of contempt for male oppressors and male'dominated institutions and practices should play in our lives. 1 begin by surveying four feminist defenses of the negative emotions. I then offer a brief sketch of the nature and moral significance of contempt, and argue that contempt can be morally and politically valuable for the same reasons that feminists have defended other negative emotions. I close by considering why feminists have been hesitant to defend contempt as a morally and politically important emotion.
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Frederick, Jennifer K., and Abigail J. Stewart. "“I Became a Lioness”." Psychology of Women Quarterly 42, no. 3 (May 2, 2018): 263–78. http://dx.doi.org/10.1177/0361684318771326.
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Feminist identity is a powerful predictor of activism on behalf of women. However, little is known about how feminist identity develops worldwide, either in terms of social identity theory or the stage model of feminist identity development. Moreover, some women’s movement advocates view feminism with suspicion, as focused only on concerns of a narrow group of women. For this study, 45 women’s movement activists from China, India, Nicaragua, Poland, and the United States were interviewed as part of the Global Feminisms Project. Participants’ personal narratives were examined to identify themes activists used to describe their own feminist identity development. The six themes that emerged were education, social relationships, gender-based injustice, violence, activism, and emotion. Alternating least squares analysis of the concurrence of these themes revealed four pathways to feminist identity: (1) education, (2) social relationships and gender-based injustice, (3) violence, and (4) activism and emotion. These findings suggest that individuals come to feminist identity in different ways. Instructors aiming to encourage understanding of women’s movement activism should point to these different pathways, and feminist activists seeking to promote feminist identity development should consider different approaches to successfully engaging people. Online slides and a podcast for instructors who want to use this article for teaching are available on PWQ's website at http://journals.sagepub.com/page/pwq/suppl/index
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Lorraine Radtke, H. "Feminist theory in Feminism & Psychology [Part I]: Dealing with differences and negotiating the biological." Feminism & Psychology 27, no. 3 (July 21, 2017): 357–77. http://dx.doi.org/10.1177/0959353517714594.
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Theory is an important preoccupation of articles published in Feminism & Psychology. This Virtual Special Issue includes 10 of those published since the journal’s inception that have a primary focus on theoretical issues related to two related topics – differences and the biological. The concern with differences includes the socially constructed categories sex and gender, as well as sexuality and social class. Those articles addressing the biological represent critical scholarship that is working to negotiate a place for the biology within feminist psychology and entails moving away from the view that the biological is natural and innate. This introductory article addresses how theory fits within feminist psychology and offers a brief history of debates concerning differences and the biological before offering summaries and observations related to each selected article. The featured articles can be located on the Feminism & Psychology website and are listed in Appendix 1 at the end of this article.
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Kitzinger, Celia. "Feminist psychology: what’s in it for educational psychologists?" Educational and Child Psychology 16, no. 2 (1999): 6–16. http://dx.doi.org/10.53841/bpsecp.1999.16.2.6.
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This paper outlines the development of feminist psychology and introduces some of its key principles. Based on interviews with 15 British educational psychologists, four issues are highlighted as being of particular relevance to feminists in education: (i) the problems of gender, sexuality and power in schools; (ii) issues related to testing, labelling and diagnosis; (iii) the dangers of an individualistic focus; and (iv) sexist discrimination in the profession.
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Sekulic, Nada. "Identity, sex and 'women's writing' in French poststructural feminism." Sociologija 52, no. 3 (2010): 237–52. http://dx.doi.org/10.2298/soc1003237s.
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The paper discusses political implications of the feminist revision of psychoanalysis in the works of major representatives of 1970s French poststructuralism, and their current significance. The influence and modifications of Lacan's interpretation of imaginary structure of the Ego and linguistic structure of the unconscious on explanations of the relations between gender and identity developed by Julia Kristeva, Luce Irigaray and H?l?ne Cixous are examined. French poststructuralist feminism, developing in the 1970s, was the second major current in French feminism of the times, different from and in a way opposed to Simone de Beauvoir's approach. While de Beauvoir explores 'women's condition' determined by social and historical circumstances, French feminists of poststructuralist persuasion engage with problems of unconscious psychological structuring of feminine identity, women's psychosexuality, theoretical implications of gendered visions of reality, especially in philosophy, semiology and psychology, as well as opening up new discursive possibilities of women's and feminine self-expression through 'women's writing'. Political implications of their approach have remained controversial to this day. These authors have been criticized for dislocating women's activism into the sphere of language and theory, as well as for reasserting the concept of women's nature. Debates over whether we need the concept of women's nature - and if yes, what kind - and over the relation between theory and political activism, have resulted in the split between the so-called 'essentialist' and 'anti-essentialist' approaches in feminist theory, and the subsequent division into American (non-essentialist) and French (partly labeled as essentialist) strands. The division is an oversimplification and overlooks concrete historical circumstances that produced the divergence between 'materialist' and 'linguistic' currents in France.
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Szymanski, Dawn M. "Feminist Identity and Theories as Correlates of Feminist Supervision Practices." Counseling Psychologist 33, no. 5 (September 2005): 729–47. http://dx.doi.org/10.1177/0011000005278408.
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Although feminist supervision approaches have been advanced in the literature as alternatives or adjuncts to traditional supervision models, little is known about those who utilize feminist supervision practices. This study was designed to examine if feminist supervision practices were related to one’s own feminist identity and various beliefs regarding feminism in general in a sample of 135 clinical supervisors. Results revealed that feminist supervision was significantly negatively correlated with passive acceptance of traditional gender roles and positively correlated with feelings of anger over sexism, connection with women’s communities, commitment to feminist activism, and beliefs that are consistent with five prominent feminist philosophies. Multiple regression analysis found that greater use of feminist supervision practices was uniquely related to being a woman; being lesbian, gay, or bisexual; and having a greater commitment to feminist activism. Research and practice implications are discussed.
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Dasgupta, Bikram, and Ann Liang. "THE EFFECT OF BEHAVIORAL COMMITMENT AND ABILITY DISCREPANCY ON ATTITUDINAL PERSISTENCE." Social Behavior and Personality: an international journal 16, no. 1 (January 1, 1988): 79–84. http://dx.doi.org/10.2224/sbp.1988.16.1.79.
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Behavioral commitment and negative task discrepancy were manipulated in a 2 x 2 between-groups factorial design in order to observe their effects on attitudinal persistence on feminist issues and perceived threat of a trivia test score. Results indicated that non-active feminists perceived a greater threat from a discrepant test score than active feminists. Non-active feminists also showed greater agreement to a feminist point of view than active feminists as a result of experiencing discrepancy on a self-relevant task.
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Silverio, Sergio A., and Rebecca Lawthom. "Book Review: Female Psychology: An Annotated Psychoanalytic Bibliography; Schuker, E., Levinson, N.A., Eds.; Routledge: England, UK, 2017; ISBN 978-1-138-87226-4." Psych 4, no. 4 (November 9, 2022): 897–900. http://dx.doi.org/10.3390/psych4040066.
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Rarely is a book published with a specific focus on ‘Female Psychology’—one of the three branches of the ‘Psychology of Women’ field of study. It is more common to see texts that focus on ‘Feminine Psychology’, and arguably the greatest number of texts in this area are in fact dedicated to ‘Feminist Psychology’. This makes the annotated psychoanalytic bibliography, edited by Eleanor Schuker and Nadine A. Levinson a rare, but important resource. This book review assesses the re-printed text for its content and novel contribution to the field, but does so framing it in the wider context of studies into the Psychology of Women, the changing times, and the current landscape of similar research. Furthermore, this review frames the text in a wider psycho-socio-cultural academic debate about the similarities, differences, and conceptual meanings of the three (distinct) branches of: Feminist, Feminine, and Female Psychology; concluding the difference in origin of these schools of thought has allowed for their individualization and continued utility as separate areas of study into the Psychology of Women.
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Burman, Erica. "Taking women’s voices: The psychological politics of feminisation." Psychology of Women Section Review 6, no. 1 (2004): 3–21. http://dx.doi.org/10.53841/bpspow.2004.6.1.3.
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I begin this paper by reviewing some key shifts in feminist theoretical and political preoccupations, and social theory more generally, to juxtapose these with current debates and concerns for feminists in and around psychology. Drawing on these resources, but also noting some areas of occlusion, I move on to discuss what I see as urgent tasks for us to address now – as feminists and as feminists with a particular focus and intervention within, and in relation to, psychology. In particular I identify theoretical and methodological challenges for political analysis and action posed by specific forms of feminisation mobilised within contemporary multinational discourse. From discussion of illustrative examples, I end by highlighting the vital role for feminist psychological analyses to challenge the reproduction and naturalisation of traditional gendered representations under globalisation, including both the forms of subjectivity this promotes and the incipient psychologisation of politics it warrants.
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Allen, Katherine R., and Kristine M. Baber. "Ethical and Epistemological Tensions in Applying A Postmodern Perspective to Feminist Research." Psychology of Women Quarterly 16, no. 1 (March 1992): 1–15. http://dx.doi.org/10.1111/j.1471-6402.1992.tb00236.x.
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We examine tensions that arise in applying postmodernism to feminist research. First, we consider epistemological tensions generated in the process of deconstructing existing knowledge and constructing new knowledge that benefits women. Second, we examine six ethical issues that reflect the tensions in feminist practice as we attempt to justify the dialectic between knowledge and power. In keeping with a postmodernist perspective, we pose these six issues as questions: Is feminist postmodernism “postfeminist”? Does postmodernist language mystify feminist practice and goals? Are qualitative methods more feminist than quantitative ones? Must feminists have a liberatory purpose in their research? Is the personal too personal? Whose aims are served, feminists or their collaborators? We conclude that by adopting a postmodern feminist perspective, we can embrace the struggle between knowledge and practice rather than privilege one over the other.
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Gavey, Nicola. "Feminist Poststructuralism and Discourse Analysis: Contributions to Feminist Psychology." Psychology of Women Quarterly 13, no. 4 (December 1989): 459–75. http://dx.doi.org/10.1111/j.1471-6402.1989.tb01014.x.
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In this article I suggest that feminist poststructuralism (Weedon, 1987) is of great potential value to feminist psychologists seeking more satisfactory ways of theorizing gender and subjectivity. Some key elements of this theoretical perspective are discussed, including an understanding of knowledge as socially produced and inherently unstable, an emphasis on the importance of language and discourse, and a decentering of the subject. Discourse analysis is discussed as one way of working that is consistent with feminist poststructuralist theory. To illustrate this approach, an example is presented from my work on the sexual coercion of women within heterosexual relationships.
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Mavuso, Jabulile Mary-Jane-Jace, and Rachelle Chadwick. "Reproductive governance and the affective economy." Feminism & Psychology 32, no. 4 (November 2022): 559–83. http://dx.doi.org/10.1177/09593535221106644.
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The governance of reproductive practices, processes, decision-making, experiences, desires, subjectivities, and bodies has received and continues to receive significant attention in feminist efforts to name and resist reproductive oppression. And over the last 30 years, articles published in Feminism & Psychology have made significant contributions to the visibilisation and critique of this form of oppression. In this Virtual Special Issue on Reproductive Governance and the Affective Economy, we apply repronormativity and affect to our reading of 20 articles published in Feminism & Psychology. Collectively, these articles provide a glimpse of the wide-ranging scope of reproductive regulation (including that which is re-produced by/within feminism itself), and the various work that repronormativity and affect do in this governance. The challenging of reproductive governance notwithstanding, we conclude by arguing that the centring and circulation of certain reproductive subjects and their experiences within feminist knowledge production is itself a part of and upholds repronormativity and forecloses the possibility of reproductive freedom for all.
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Gill, Diane L. "A Feminist Perspective on Sport Psychology Practice." Sport Psychologist 8, no. 4 (December 1994): 411–26. http://dx.doi.org/10.1123/tsp.8.4.411.
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The feminist paradigm has been advocated as an appropriate alternative framework for sport psychology theory and research. The current paper extends the feminist perspective to sport psychology practice, particularly to educational consultation. Application of a feminist perspective to sport psychology practice requires (a) an awareness of relevant gender scholarship and valuing of the female perspective, (b) a shift in focus from the personal to the social, and (c) an egalitarian, process-oriented approach. Applying the feminist perspective implies not only an awareness of relevant sport psychology scholarship but also a commitment to action to educate and empower sport participants.