The purpose of the present investigation was to determine if there were significant differences in the areas of inter-personal values between members of benevolent associations and members of social associations.

Although there is a reliably positive association between hostile (HS) and benevolent sexism (BS), lay perceptions of this association have not been directly tested. I predicted that people perceive an illusory negative association between men’s HS and BS attitudes because lay theories expect men to have univalent attitudes toward women. In Study 1, I manipulated the target’s gender and responses on a subscale of the Ambivalent Sexism Inventory (high HS, low HS, high BS, or low BS). The low BS male target (compared to high BS male target) was judged to be higher on HS, less supportive of female professionals, less good of father and husband, and more likely to perpetrate domestic violence. Ratings of the low BS male target were as equally negative as those of the high HS male target. In Study 2, low BS male targets were judged to be low in hostility towards women only if they explicitly stated that their low BS was motivated by egalitarian values, otherwise men’s low BS was assumed to indicate misogyny. Implications of the misconception of BS in men and future directions are discussed.

Although there is a reliably positive association between hostile (HS) and benevolent sexism (BS), lay perceptions of this association have not been directly tested. I predicted that people perceive an illusory negative association between men’s HS and BS attitudes because lay theories expect men to have univalent attitudes toward women. In Study 1, I manipulated the target’s gender and responses on a subscale of the Ambivalent Sexism Inventory (high HS, low HS, high BS, or low BS). The low BS male target (compared to high BS male target) was judged to be higher on HS, less supportive of female professionals, less good of father and husband, and more likely to perpetrate domestic violence. Ratings of the low BS male target were as equally negative as those of the high HS male target. In Study 2, low BS male targets were judged to be low in hostility towards women only if they explicitly stated that their low BS was motivated by egalitarian values, otherwise men’s low BS was assumed to indicate misogyny. Implications of the misconception of BS in men and future directions are discussed.

Thesis--Catholic University of America. / Includes bibliographical references (p. 215-224).

What do people need to live functional and flourishing lives in today’s global society? They require sophisticated socio-economic skills and the prowess of political and cultural participation to undertake duties as world citizens. Can schools in the United Kingdom, adequately prepare all young people for these challenges? Data published by the Department for Children, Schools and Families (DCSF, 2009b) show that two in five children do not acquire key literacy and numeracy skills before leaving primary school. Some young people leave the education system altogether with no qualifications and limited understanding of their rights and responsibilities as global agents. Most of the young people in this category have multiple and sometimes complex disadvantages; they may live in poor and deprived neighbourhoods, experience poor physical and mental health or lack the support of adults who are able to model successful, flourishing and capable citizenry. Sen (1992) argues that the instruments needed for individuals to flourish are “capabilities”. These are the “potentials to be and do”. This study examines the means by which voluntary organisations improve the capabilities of vulnerable young people. It focuses on three major vulnerable groups: young people who have been excluded from mainstream education, those in cared for by the State and young people with learning difficulties. The research uses a mixed methods approach, skewed in favour of qualitative methods to analyse diverse trajectories of vulnerable young people towards capability. It relies on the capability approach to investigate the methods used in Voluntary Organisations which support the participants’ transformation to functional individuals. Organised as communities of learning, Centres of non-formal education provide the space, expertise and pedagogies for transformative learning processes to take place. The study shows vulnerable individuals need to combine and convert specialised capabilities in specific suites to enable them make the transition to capability successfully.

This investigation is concerned with the determination of the exact nature of Anglo-Spanish relations during World War I. It examines the nature of these relations in an attempt to define Spain's commitment to her neutrality policy and the amount of pressure placed upon Spain by Britain in order to force Spain to adopt a policy of at least "benevolent neutrality." Most historical accounts heretofore have accepted the idea that Spain simply refused to abandon her neutrality policy.

Ce travail de thèse adopte le point de vue de la philosophie politique de l’éducation pour penser une métamorphose de l’autorité dans la modernité démocratique, à l’aune du principe de légitimité individualiste. Nous y prenons acte des transformations majeures ayant traversé les démocraties occidentales après 1945 et de la trajectoire de la notion d’autorité dans cette même période. Il s’agit ensuite d’envisager l’articulation syntagmatique des concepts d’autorité et de bienveillance pour en faire des moyens au service de l’autonomie des individus. Cette conceptualisation de l’autorité bienveillante permet alors de reprendre à nouveaux frais la question de l’articulation de la notion d’autorité avec le mode de positionnement dans le temps et le mode de liens entre les êtres que peuvent être ceux de la modernité démocratique, soit une refonte de la trinité romaine autorité-religion-tradition. Il devient également possible de traiter de concert les questions de la reconnaissance de l’autorité dans sa légitimité et de la contribution des relations d’autorité à la quête par chacun de la reconnaissance individuelle. Ainsi envisagée, la praxis de l’autorité bienveillante dans l’éducation peut être explorée, et sa fécondité pour faire face aux défis éducatifs contemporains être mise en lumière. Penser l’autorité en éducation comme une praxis signifie renoncer à prétendre proposer un modèle figé d’autorité, valable en tout, pour tout et pour tous. La dimension éthique de l’assomption d’une place d’autorité ne peut qu’en être renforcée. Faire de l’autonomie individuelle le but de l’éducation implique que cette éthique ne soit ni moraliste, ni paternaliste, ni abstentionniste. / This thesis work adopts the point of view of educational political philosophy to contemplate a metamorphosis of authority in democratic modernity, in the light of the principle of individualist legitimacy. In this context, we acknowledge the major changes which occurred in modern democracies since 1945, as well as the path of the notion of authority over the same period of time. Then, we consider the syntagmatic articulation of authority and kindness concepts, to turn them into means serving autonomy of individuals. This conceptualization of benevolent authority allows to reconsider, from the very beginning, the link between authority, and the positioning in time and relationships between the beings within democratic modernity, that is to say redesigning the roman trinity authority – religion – tradition. Hence, one can also investigate jointly the questions of authority acknowledgment in its legitimacy, and of the role of authority relationships in everyone’s quest for individual reconnaissance. Thus, the praxis of benevolent authority in education can be explored, allowing to highlight its fruitfulness to face contemporary educational challenges. Considering authority in education as a praxis means renouncing to propose a frozen model of authority, applicable to any situation and for anyone. This approach can only strengthen the assumption of a place of authority. Setting individual authority as a goal of education requires this ethics to be neither moralistic, nor paternalistic nor abstentionist.

Romantic relationship satisfaction relates to better overall health, and identifying factors that affect relationship satisfaction could lead to better understanding of romantic relationships. This study examined the correlation between benevolent sexism, a subtle form of sexism resembling chivalry and relationship satisfaction; gender, age, ethnicity, religious beliefs, education, and length of time were also considered as moderators. The ambivalent sexism theory, which posits that sexism is ambivalent and ranges from hostile to benevolent sexism was the theoretical framework guiding this study. Previous research indicated benevolent sexism may predict relationship satisfaction. However, there remained an important gap in the literature; the demographic variables above had not been considered as moderators in those analyses. Thus, the purpose of this non-experimental study using data collected from a U.S. sample of adults who had been in romantic relationships for at least 1 year was to determine if such links existed. Correlation and regression analyses revealed that benevolent sexism, measured by the Ambivalent Sexism Inventory did not predict relationship satisfaction, measured by the Relationship Assessment Scale, and none of the demographic variables served as moderators. Results were trending toward significance though, suggesting that benevolent sexism might influence women's relationship satisfaction. Further research using longitudinal, mixed-method studies of dyads is recommended to gain a clearer understanding of this phenomenon. Findings would make important contributions to existing literature and enhance social change by providing professionals and individuals with awareness of how benevolent sexist attitudes may affect relationship satisfaction.

The aim of the study was to investigate the relationship between the glass cliff phenomenon and two forms of sexism: hostile sexism (HS) and benevolent sexism (BS). Glass cliff refers to the tendency to endorse a woman candidate for a normally desirable, high-status position at the time of downfall or when things are not going well. A questionnaire package was first administered to a working people sample (N = 328) with diverse occupational backgrounds. Based on the analyses and findings, to be able to eliminate the potential confounding effect of the order of the scales in the package, the study was repeated on a student sample (N = 147). Finally, analyses were repeated after the data from both samples were combined. Results showed no evidence for 1) the presence of glass cliff and 2) the presence of a relationship between glass cliff and two forms of sexism. The results from both samples were discussed, presenting some plausible explanations for the findings. Limitations of the study and suggestions for future research are also presented.

In the late nineteenth and early twentieth century, philanthropists in Britain created a large number of clubs for young people. Whilst many of these were connected with churches, British Jewry founded a number of their own clubs for young Jewish men and women. These clubs were run in the East End of London and other urban centres with high numbers of Jewish immigrants from Eastern Europe such as Manchester, Leeds, Glasgow and Liverpool. The club managers were established Jews who lived in wealthier areas of the cities who sought to pass on positive British attributes to the immigrant population. In addition to secular activities such as sports, the clubs used religion as a way to encourage young immigrants to adapt to religious life in England, a neglected aspect of their work. This thesis explores the inclusion of a religious element within these clubs, examining the period from the beginning of the clubs existence in the 1880s, responding to the influx of Eastern European immigrants arriving in the UK, until the outbreak of the Second World War when the focus of Anglo-Jewish philanthropy shifted from domestic concerns to those within Europe and on combating anti-Semitism. This thesis explores how religion promoted an ideal of national identity, specifically designed for working class immigrant Jews, as well as the ways in which religion promoted gender identities which were designed to aid integration into British society. The first two chapters analyse Orthodox Jewish boys’ and girls’ clubs. As the majority of clubs fall into these categories these chapters will look at these groups as providing normative experiences. The third chapter will look at uniformed groups and explore the extent to which these groups provided a ‘uniformed’ experience not only in relation to outward appearance but also in terms of gendered religion. The final chapter will examine Liberal Jewish clubs, the major alternative to the other organisations explored. These were attacked by those within the Orthodox mainstream due to their religious affiliation and this thesis will discuss the ways in which this criticism was heightened in response to deviations from gender norms. This thesis therefore demonstrates the centrality of gender norms in religious programming for young people.