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Relations between Indigenous women and the Australian women’s movement have never been easy. For some Aboriginal and Torres Strait Islander women the white women’s movement has seemed irrelevant to the real struggles in Aboriginal women’s lives, which have tended to be more politically aligned with Indigenous struggles more broadly. Many Aboriginal women have viewed white feminists as insensitive to their own role in Australia’s colonial history and the implications of this for contemporary intercultural relations. In response to such criticism, many white feminists have struggled with the challenge of effective cross cultural engagement and collaboration.

This chapter brings an intersectional analysis to bear in an effort to understand these challenges, developing a framing of agonistic processes of collective identity as a way of thinking about the potentially productive role of conflict in social movements. Through an examination of Indigenous and non-Indigenous responses to a particular policy framework, the chapter suggests that feminist interventions focussing on the negative, racist impacts of the policy have tended to neglect the gendered dimensions of the underlying problem. As a result these arguments risk neglecting (some) women’s lived experiences.

Interest in psychological resilience has grown rapidly in the last couple of decades (Britt, Sinclair, & McFadden, 2016; King & Rothstein, 2010; Youssef & Luthans, 2007). Psychological resilience occurs when a person can “recover, re-bound, bounce-back, adjust or even thrive” in the face of adversity (Garcia-Dia, DiNapoli, Garcia-Ona, Jakubowski, & O’flaherty, 2013, p. 264). As such, resilience can be conceptualized as a state-like and malleable construct that can be enhanced in response to stressful events (Kossek & Perrigino, 2016). It incorporates a dynamic process by which individuals use protective factors (internal and external) to positively adapt to stress over time (Luthar, Cicchetti, & Becker, 2000; Rutter, 1987). Building on the dual-pathway model of resilience, we integrate adaptive and proactive coping to the resilience development process and add a heretofore unexamined perspective to the ways in which resilience changes over time. We propose that resilience development trajectories differ depending on the type of adversity or stress experienced in combination with the use of adaptive and proactive coping. We outline the need for future longitudinal studies to examine these relationships and the implications for developing resilience interventions in the workplace.

The authors of this paper sought to qualitatively understand the perceived stereotypes associated with the youth culture surrounding texting.

Drawing on responses from 161 high school students and using qualitative methods as outlined by Bogden and Biklen to analyze data, four main themes of perceived adult misconceptions emerged. Adolescents spoke about adults’ general misperceptions about adolescents’ motivations to text, practices associated with texting, the content of their messages, and the impact of texting behaviors on adolescents’ developmental processes.

The existence of a youth culture that is imperceptible to adults seems evident from these findings. Texting is a primary form of communication for adolescents and, for this sample, enhances face-to-face relationships. Adolescents indicated they have control over their texting choices and behaviors.

Two common limitations existed in this study. These included using a convenience sample from only one high school, and including only adolescent perspectives. Future research should also examine the parent–child dyad in relationship to texting.

This research contributes to the understanding of social implications of adolescent text messaging and helps to further clarify the youth culture of texting. Although there are media that have been extensively studied in relation to adolescent development, newer media such as social networking and texting need further examination, as they have become definitive components of youth culture.

Purpose – The purpose of this chapter is to differentiate between a sociology of the body and an embodied sociology, prior to considering what this might mean in methodological terms for those wishing to conduct research into the senses and the sensorium in sport and physical culture.

Design/methodology/approach – The approach taken involves reviewing the work of those who have already engaged with the senses in sport and physical culture in order to highlight an important methodological challenge. This revolves around how researchers might seek to gain access to the senses of others and explore the sensorium in action. To illustrate how this challenge can be addressed, a number of studies that have utilised visual technologies in combination with interviews are examined and the potential this approach has in seeking the senses is considered.

Findings – The findings confirm the interview as a multi-sensory event and the potential of visual technologies to provide access to the range of senses involved in sport and physical culture activities.

Research limitations/implications – The limitations of traditional forms of inquiry and representational genres for both seeking the senses and communicating these to a range of different audiences are highlighted and alternatives are suggested.

Originality/value – The chapter's originality lies in its portrayal of unacknowledged potentialities for seeking the senses using standard methodologies, and how these might be developed further, in creative combination with more novel approaches, as part of a future shift towards more sensuous forms of scholarship in sport and physical culture.

Using data from a mid-west public university, this study examines the determinants of students’ repeating the first college-level accounting course. More than 600 students are included in the study. The results show that three factors (cumulative college grade point average, intention to major in accounting, and students’ motivation and determination) are significant in explaining students’ repeating of the course. The study provides evidence that the repeating students are more likely to be the students with prior high school accounting education. The study identifies that repeating is not due to a student failing the course but rather that repeating is more likely to be an individual decision when the student is not satisfied with the grade he/she gets, either because he/she self-screens out of business school, or decides to repeat the course to stay in their business major. Finally, the study shows that there is little evidence of grade improvement when a student repeats the first college-level accounting course.