Peggy Reeves Sanday

Rape-Prone Versus Rape-Free Campus Cultures

Using the concepts of rape-free and rape-prone societies, I suggest that the next step for rape research is to investigate rape-free campus environments. Based on the articles in this volume and ethnographic research, I summarize what is known about rape-prone campus cultures and compare this information with rape-free fraternity cultures. The question of variation is also examined by comparing the rape incidence and prevalence rates averaged by campus using the data of Kosss national study of 32 campuses. The question of the criteria by which campuses might be labeled rape-free or rape-prone is raised.

A woman scorned : acquaintance rape on trial

This study of American sexual culture and the politics of acquaintance rape identifies the sexual stereotypes that continue to obstruct justice and diminish women. Beginning with an account of the St. Johns rape case, the author refers to other British and American landmark rape cases to explain how, with the exception of earliest Colonial times, rape has been a crime notable for placing the woman on trial.

Dropping Out: A Strategy for Coping with Cultural Pluralism

Publisher Summary This chapter discusses a strategy for coping with cultural pluralism. Cultural units are defined in terms of the constellation of themes, behavior styles, and information components exhibited by the members of a group that differ from those shared by members of other groups. The resulting typology needs further empirical delineation and operationalization of specific behavior patterns constituting the various types before it can be useful in social policy formulation. The chapter presents an ideational definition of culture that is useful for the analysis of possible outcomes of interaction between the culturally different. At the individual level, culture can be identified as a persons propriospect, consisting of the various sets of standards for perceiving, evaluating, believing, and doing that the individual attributes to groups of other persons as a result of experiencing their actions and admonitions as well as those standards, beliefs, and values that the individual has developed from experience and attributes to no one else. Equivalent behavioral expectancies provide the mechanism whereby relationships are organized and maintained and imply the recognition—as the result of learning. Competency in a particular public culture can be defined in terms of the degree to which an individual can employ standards for behavior that enable individual to behave predictably to those others with whom he is engaged in mutual activity.

Cultural and Structural Pluralism in the United States

Publisher Summary This chapter discusses the cultural and structural pluralism in the United States. The statistics suggest that systematic change in the delivery of education to American nonwhite, minority, rural, and mountain children is a must if a reversal of scholastic achievement, self-concept, and sense of personal efficacy is to occur for these groups. Such a reversal is imperative because of the evidence of the high correlation of these variables with successful participation in the occupational and political spheres of American public life. While American educators cannot remove these barriers as they at present exist in the adult population, they can structure educational environments that do not reflect the prejudices of the larger society and impart an understanding and respect for all of the cultural strands comprising the American culture. Educators can also maximize learning opportunities for all children through the development of curricular programs that employ the cognitive, emotional, sociocultural, and linguistic contexts that are familiar to children coming from culturally different homes. A multi-pronged strategy is necessary for bringing about enlightened change in the delivery of education to nonwhite and minority children. In addition, to develop the appropriate cognitive skills, children need to start from the linguistic and sociocultural context they are most used to. Cultural and structural pluralism in the United States have been defined and described in the school context. It has been suggested that both cultural differences and structural exclusion from the opportunity structure affect minority childrens performance in school.

Rape and Sexual Coercion

This article summarizes the biological and cultural approaches to the understanding of rape in human societies and evaluates these approaches by reference to studies demonstrating the incidence and social correlates of sexual coercion in the United States and cross-culturally. The biological, evolutionary view is compared and contrasted with the cultural approach proposed by anthropologists. The wide variation in the response to rape cross-culturally and intraculturally in the United States suggests that whatever the biological basis of male sexual aggression might be, family background and cultural context make a difference.

Models of Environmental Effects on the Development of IQ

This paper proposes a number of models of the effects of demographic and environmental factors on IQ and its pattern of change over time. The proposed models are concerned with the determinants of an Individual’s true (but unobserved) IQ and the relationship between measured and true IQ’s. Our analyses are based on data from the school records of a panel of 1, 746 students from the Pittsburgh school system and include demographic and environmental measures as well as IQ test scores at kindergarten, fourth, sixth, and eighth grades. The results indicate that the number of parents living in the household has an important positive effect on IQ at kindergarten that persists over the period of analysis. Number of siblings (measuring both birth order and family size) has an important negative influence on cumulative changes in IQ. Females show faster development until fourth grade; the net difference between the sexes almost completely vanishes by eighth grade. However, the predominant influences on the development of IQ are the socioeconomic status of the student’s parents and peers in school, with SES of peers being the more important. We estimate that roughly half of the difference between the measured eighth grade IQ’s of the average white and black student in our sample may be attributed to differences in their peer and parental SES’s. Finally, we caution that our results may be misleading, since our sample is not from a designed experiment and thus some of the explanatory variables could be correlated with unobserved factors that affect IQ.

The Cultural Context of American Education

Publisher Summary This chapter discusses the cultural context of American education. it describes the most basic and cherished roots of the American culture and the inaction is simply due to a fear of change—a fear of what will happen if minorities are given an equal place. The educational process is inseparable from Americas cultural roots. The exogenous variables having the most influence on achievement were ethnic group affiliation, region of the country, certain of the individual demographic characteristics, and many of the school and teacher characteristics. The surprising discovery of analysis was the indication that good teachers and good schools are important for educational achievement—a finding contrary to previous analyses of the same data. The education process produces students with a certain amount of knowledge, motivation, set of expectations about the future, and sense of individual efficacy. In addition, this process forms, in the pupils mind, a perception of teachers and parents expectations. An individuals expectations for the future can affect and be affected by certain factors. As one conceptualize the education process as one with multiple outputs with feedback between the outputs, one employs simultaneous equations estimation procedures for modeling the process where the multiple outputs constitute the set of endogenous variables.

National Association of Student Anthropologists: Resolving Conflicts in Heritage Tourism: A Public Interest Approach

Medicine.” Honorable mention went to Dennis Foley (Colgate), for the “Friends’ Gallery Exhibit” and Harold Green for his “Food Aid Management Constituency Study.” The Presidential Perspectives session presentations stimulated active discussion and a broad range of suggestions on future directions for NAPA. A few hlghllghs include: address major policy hues so we have something to say to decision makers and the media; “re-brand” applied/ practicing anthropology to change our fragmented public image; address the appropriation and poor use of anthropological methods by nonanthropologists; reach out to other disciplines; place more emphasis on improving the way that anthropology is taught; establish certification for practicing anthropologists; create more topical interest groups within NAPA to foster communities of practice; ask are applied anthropologists too practical, and should we capture relevant theoretical frameworks-theories that work; do a better job of serving the needs of MA anthropologists; hold virtual conferences via email to engage practicing anthropologists who cannot attend annual conferences. If you would like to share your views on these suggestions or offer additional ideas, we invite you to participate in one of the following NAPA worlung groups: shaping the public image of anthropology; supporting career and organizational development; creating opportunities for information and resource exchange among professional anthropological researchers and practitioners; building community among students and professional practicing anthropologists by communicating effectively with our members. Please con-

Sex and Conquest: Gendered Violence, Political Order, and the European Conquest of the Americas.

List of Illustrations. Introduction. 1. Backgrounds. 2. Iberian Experiences. 3. The Military and Diplomatic Berdache. 4. The Domestic Berdache: Becoming. 5. The Religious Berdache. 6. On the Ground. 7. Attitudes and Assessments. 8. Yesterday and Today. Notes. Bibliography. Index.

Divine Hunger: Cannibalism as a Cultural System.

Preface Acknowledgments Part I. Introduction: 1. Cannibalism cross-culturally 2. Analytic framework Part II. The Symbols That Give Rise to a Cannibalistic Consciousness: 3. The mysteries of the body: Hua and Gimi mortuary cannibalism 4. The androgynous first being: Bimin-Kuskusmin cannibalism 5. Cannibal monsters and animal friends Part III. The Mythical Chartering And Transformations of Cannibal Practice: 6. The faces of the souls desires: Iroquoian torture and cannibalism in the seventeenth century 7. Raw women and cooked men: Fijian cannibalism in the nineteenth century 8. Precious eagle-cactus fruit: Aztec human sacrifice 9. The transformation and end of cannibal practice 10. Conclusion: other symbols and ritual modalities Notes References Index.