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    **## The_role_of_structural_and_int1.PDF**

    EDITORIAL Open Access

    The role of structural and interpersonal
    violence in the lives of women: a conceptual
    shift in prevention of gender-based violence
    Stephanie Rose Montesanti

    Explanations for violence against women (VAW) have
    developed in a wide variety of disciplines including, soci-
    ology, psychology, social work and public health. Theor-
    ies of VAW range from individual and relationship level
    explanations to socio-cultural and political explanations
    for why violent acts towards women are committed.
    Feminist scholars, for instance, focus their attention to
    male-dominated social structures and socialization prac-
    tices that teach men and women gender-specific roles
    that can influence violence and abuse against women
    [1]. One of the most common forms of violence against
    women is interpersonal violence (IPV). IPV refers to
    everyday violence such as sexual and physical assault
    that occurs between family members, intimates, or
    acquaintances.
    The UN Declaration was the first international state-

    ment that defined violence against women within a
    broader gender-based framework and identified the fam-
    ily, the community and the state as major sites of
    gender-based violence. The statement was rooted in
    feminist analysis of social inequality. According to the
    UN Declaration, violence against women involves:

    Any act of gender-based violence that results in, or is
    likely to result in physical, sexual or psychological harm
    or suffering to women, including threats of such acts,
    coercion or arbitrary deprivation of liberty, whether
    occurring in public or in private life. (p.1)

    Gender-based violence (GBV) can include domestic
    violence, sexual harassment, sexual violence and rape.
    GBV is a deliberately broad term in order to recognize
    the gendered elements in nearly all forms of violence
    against women and girls, whether it is perpetrated
    through sexual violence or through other means. The
    use of the term ‘gender-based violence’ provided a new

    context in which to examine and understand the
    phenomenon of violence against women. It shifted the
    focus from women as victims of violence to gender and
    the unequal power relationships between women and
    men that are created and maintained through gender
    stereotypes. A gender perspective on violence against
    women addresses the similarities and differences in the
    violence experienced by women and men in relation to
    vulnerabilities, violations and consequences.
    In response to this declaration, various efforts have

    been made to respond to reduce and eliminate this vio-
    lence experienced by women. Significant attention has
    been paid in the Northern hemisphere and high income
    countries such as Canada and the U.S. to the provision
    of social services to victims of GBV, such as strengthening
    and maintaining women’s safety and their involvement in
    social, political and economic activities. Changes have also
    been made to justice sector responses, and to treatment
    for perpetrators of GBV.
    Interventions in low and middle-income countries

    have focused on primary prevention strategies to reduce
    the prevalence and incidence of violence against women
    and girls. These prevention programs use a wide range
    of approaches, including group training, social commu-
    nication, community mobilization, and livelihood strat-
    egies. Microfinance and cash transfer programs in
    countries such as South Africa, Kenya and Ecuador have
    reported reductions in the rates of IPV [2, 3]. Commu-
    nity mobilization programs in Uganda and Sub-Saharan
    Africa that aim to reduce violence at the population-
    level through changes in public discourse, practices, and
    norms for gender and violence, demonstrated not only
    reductions in physical and sexual partner abuse, but also
    reduced incidence of HIV/AIDS [4, 5].
    These responses, however, have largely turned to under-

    standings of GBV that place the causes, consequences and
    costs at an individual level [6]. With the launch of the
    World Health Organization (WHO) Multi-Country StudyCorrespondence: montesan@ualberta.ca

    School of Public Health, University of Alberta, Edmonton, AB, Canada

    © 2016 Montesanti. Open Access This article is distributed under the terms of the Creative Commons Attribution 4.0
    International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and
    reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to
    the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver
    (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.

    Montesanti BMC Women's Health (2015) 15:93
    DOI 10.1186/s12905-015-0247-5

    [http://crossmark.crossref.org/dialog/?doi=10.1186/s12905-015-0247-5&domain=pdf](http://crossmark.crossref.org/dialog/?doi=10.1186/s12905-015-0247-5&domain=pdf)

    [mailto:montesan@ualberta.ca](mailto:montesan@ualberta.ca)

    [http://creativecommons.org/licenses/by/4.0/](http://creativecommons.org/licenses/by/4.0/)

    [http://creativecommons.org/publicdomain/zero/1.0/](http://creativecommons.org/publicdomain/zero/1.0/)

    on Women’s Health and Domestic Violence in 2005, the
    number of IPV prevalence studies increased. This research
    primarily from the health and medical fields has largely
    focused on individual or relationship level factors to the
    exclusion of factors operating at a broader societal level
    [7, 8]. Prevalence studies from the around the world have
    shown that IPV has a number of health consequences for
    that include, injury, chronic pain, sexually-transmitted dis-
    eases, depression, post-traumatic stress disorder, to name
    a few [9–15]. Though this research has contributed to
    an understanding of the prevalence [16], consequences
    [9, 17], and costs [18, 19] associated with IPV against
    women; its focus has been on individual behaviors and
    health outcomes, ignoring how patterns of violence are
    connected to social systems and social institutions.
    Any analysis of violence “must recognize the primacy
    of culturally constructed messages about the proper
    roles and behavior of men and women and the power
    disadvantaged women bring to relationships by virtue
    of their lack of access to resources.”[14]
    In this thematic series, the authors provide an in-

    depth analysis of how social systems and institutions in-
    fluence interpersonal violence that disproportionately
    harms women. Structural violence has been defined as
    the social arrangements that put individuals and popula-
    tions in harm’s way…the arrangements are structural be-
    cause they are embedded in the social, political and
    economic organization of our social world; they are vio-
    lent because they cause injury to people (typically, not
    those responsible for perpetuating such inequalities)
    [20]. Structural violence includes “a host of offensives
    against human dignity: extreme and relative poverty, so-
    cial inequalities ranging from racism to gender inequal-
    ity, and the more perverse forms of violence that are
    uncontestably human rights abuses” [21]. In adopting a
    structural violence approach to understand GBV in a
    variety of contexts and events, our analysis underscores
    the importance of historical and social contexts that in-
    fluence IPV towards women.
    Structural violence is marked by unequal access to the

    determinants of health (e.g., housing, good quality health
    care, unemployment, education), which then creates
    conditions where interpersonal violence can occur and
    shape gendered forms of violence that place women in
    vulnerable positions. Gender is inescapably embedded in
    social systems and institutions. For instance, Parikh
    (2012) illustrates how a macro-level structural interven-
    tion (increase in the age of consent law at national and
    local levels) intended to address gendered HIV risk in
    Uganda has the unintended consequence of reinforcing
    gender–based social hierarchies [22]. Despite the stated
    aim of protecting young women, the law reinstates patri-
    archal privilege and the regulation of adolescent female
    sexuality. Moreover, research pertaining to gender tends

    to regard the categories of “men” and “women” as dis-
    tinct categories, not just in their biological make-up but
    also in their gender-specific role socialization.
    This thematic series originated through the Canadian

    Institute for Health Research (CIHR) Institute of Gender
    Health (IGH) Roundtable on Violence, Gender and
    Health on January 28–29, 2010, in Ottawa, to discuss
    the current state of research on gendered violence and
    health. Participants at the meeting identified two re-
    search priorities: (1) the need to conduct contextualized
    research on how social systems and institutions perpetu-
    ate and reproduce gender-based violence against women
    and impact various dimensions of health; and (2) the
    need to examine individual-level characteristics and
    population-level influences on gender-based violence.
    Initial discussions at this meeting brought together a
    team of researchers to develop a comparative program
    of research to advance our understanding of structural
    and systemic violence in gender-based violence and
    women’s health inequities in the Canadian context,
    which includes an analysis of appropriate interventions
    to prevent future occurrences of violence against
    women.
    This thematic series will advance scholarly knowledge

    on the two research priorities noted above, and under-
    score new ways of thinking about structural and inter-
    personal violence, and how they are related and manifest
    in the lives of women. The series will include a collec-
    tion of empirical and theoretical papers that engage a
    variety of methodological approaches and signal the
    growing challenges in thinking through, and responding
    to, gender-based violence. It will demonstrate the need
    for researchers to continue interrogating categories in
    their analyses, including gender and sex. Also urging re-
    searchers and policy makers to think beyond an individ-
    ualized focus on the causes, consequences and costs of
    violence and abuse, to the implementation of interven-
    tions, in the form of health and social services and pol-
    icies, that consider the contexts in which people’s lives
    are experienced.

    Received: 17 September 2015 Accepted: 7 October 2015

    References
    1. Yllo K. Through a Feminist Lens: Gender, Diversity, and Violence: Extending

    the Feminist Framework In Current Controversies on Family Violence.
    California: Sage Publications; 2005.

    2. Haushofer J, Shapiro J. Household Response to Income Changes: Evidence
    from an Unconditional Cash Transfer Program in Kenya Massachusetts
    Institute of Technology. 2013.

    3. Kim JC, Watts CH, Hargreaves JR. Understanding the impact of a
    microfinance-based intervention on women’s empowerment and the
    reduction of intimate partner violence in South Africa. Am J Public Health.
    2007;97:1794–802.

    4. Abramsky T, Devries K, Kiss L, Nakuti J, Kyegombe N, Starmann E, et al.
    Findings from the SASA! Study: a cluster randomised controlled trial to
    assess the impact of a community mobilisation intervention to prevent

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    violence against women and reduce HIV risk in Kampala, Uganda. BMC
    Med. 2014;12:122.

    5. Faye MM, Moreau A, Cabral J, Benga H, Cissé F, Mane B, et al. The TOSTAN
    Program: Evaluation of a Community Based Education Program in Senegal.
    Population Council: Washington; 2004.

    6. Dominguez S, Menjivar C. Beyond individual and visible acts of violence: a
    framework to examine the lives of women in low-income neighborhoods.
    Women’s Stud Int Forum. 2014;44.

    7. Kiss L, D’Oliveira AF, Zimmerman C, Heise L, Schraiber LB, Watts C. Brazilian
    policy responses to violence against women: government strategy and the
    help-seeking behaviors of women who experience violence. Health Hum
    Rights. 2012;14(1):E64–77.

    8. Thurston WE, Vissandjee B. An ecological model for understanding culture as a
    determinant of women’s health. Critical Public Health. 2005;15(3):229–42.

    9. Ansara DL, Hindin M. Psychosocial consequences of intimate partner
    violence for women and Men in Canada. Journal of Interpersonal Violence.
    2011;26(8):1628–45.

    10. Campbell J, Jones AS, Dienemann J, Kub J, Schollenberger J, O’Campo P,
    et al. Intimate partner violence and physical health consequences. Arch
    Intern Med. 2002;162:1157–63.

    11. Campbell J. Health consequences of intimate partner violence. Lancet.
    2002;359(9314):1331.

    12. Cohen MM, Maclean H. Violence Against Canadian Women. In:
    Desmeules M, Stewart D, Kazanjian A, Maclean H, Payne J, Vissandjée B,
    editors. Women’s Health Surveillance Report: A Multidimensional Look
    at the Health of Canadian Women. Ottawa: Canadian Institute for
    Health Information; 2004.

    13. Fox AM, Jackson SS, Hansen NB, Gasa N, Crewe M, Sikkema KJ. In their own
    voices: a qualitative study of women’s risk for intimate partner violence and
    HIV in south africa. Violence Against Women. 2007;13(6):583–602.

    14. Heise L. Violence against women: an integrated, ecological framework.
    Violence Against Women. 1998;4:262–90.

    15. Lacey KK, McPherson MD, Samuel PS, Sears KP, Head D. The impact of
    different types of intimate partner violence on the mental and physical
    health of women in different ethnic groups. J Interpers Violence.
    2013;28(2):359–85.

    16. Stöckl H, March L, Pallitto C, Garcia-Moreno C, WHO Multi-country Study
    Team. Intimate partner violence among adolescents and young women:
    prevalence and associated factors in nine countries: a cross-sectional study.
    BMC Public Health. 2014;14:751.

    17. Beydoun HA, Beydoun MA, Kaufman JS, Lo B, Zonderman AB. Intimate
    partner violence against adult women and its association with major
    depressive disorder, depressive symptoms and postpartum depression: a
    systematic review and meta-analysis. Soc Sci Med. 2012;75.

    18. CDC, Costs of Intimate Partner Violence against Women in the United
    States. Centres for Disease Control and Prevention, National Center for
    Injury Prevention and. Atlanta: Control; 2003.

    19. Sorenson S. Funding public health: the Public’s willingness to Pay for
    domestic violence prevention programming. Am J Public Health.
    2003;93:1934–8.

    20. Farmer PE, Nizeye B, Stulac S, Keshavjee S. Structural violence and clinical
    medicine. Plos Med. 2006;3(10), e449.

    21. Farmer PE. Pathologies of Power: Health, Human Rights, and the New War
    on the Poor. Berkeley: University of California Press; 2005.

    22. Parikh SA. They arrested me for loving a schoolgirl: ethnography, HIV, and a
    feminist assessment of the age of consent law as a gender-based structural
    intervention in Uganda. Soc Sci Med. 2012;74(11):1774–82.

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    **## The_role_of_structural_and_int1.PDF**

    EDITORIAL Open Access

    The role of structural and interpersonal
    violence in the lives of women: a conceptual
    shift in prevention of gender-based violence
    Stephanie Rose Montesanti

    Explanations for violence against women (VAW) have
    developed in a wide variety of disciplines including, soci-
    ology, psychology, social work and public health. Theor-
    ies of VAW range from individual and relationship level
    explanations to socio-cultural and political explanations
    for why violent acts towards women are committed.
    Feminist scholars, for instance, focus their attention to
    male-dominated social structures and socialization prac-
    tices that teach men and women gender-specific roles
    that can influence violence and abuse against women
    [1]. One of the most common forms of violence against
    women is interpersonal violence (IPV). IPV refers to
    everyday violence such as sexual and physical assault
    that occurs between family members, intimates, or
    acquaintances.
    The UN Declaration was the first international state-

    ment that defined violence against women within a
    broader gender-based framework and identified the fam-
    ily, the community and the state as major sites of
    gender-based violence. The statement was rooted in
    feminist analysis of social inequality. According to the
    UN Declaration, violence against women involves:

    Any act of gender-based violence that results in, or is
    likely to result in physical, sexual or psychological harm
    or suffering to women, including threats of such acts,
    coercion or arbitrary deprivation of liberty, whether
    occurring in public or in private life. (p.1)

    Gender-based violence (GBV) can include domestic
    violence, sexual harassment, sexual violence and rape.
    GBV is a deliberately broad term in order to recognize
    the gendered elements in nearly all forms of violence
    against women and girls, whether it is perpetrated
    through sexual violence or through other means. The
    use of the term ‘gender-based violence’ provided a new

    context in which to examine and understand the
    phenomenon of violence against women. It shifted the
    focus from women as victims of violence to gender and
    the unequal power relationships between women and
    men that are created and maintained through gender
    stereotypes. A gender perspective on violence against
    women addresses the similarities and differences in the
    violence experienced by women and men in relation to
    vulnerabilities, violations and consequences.
    In response to this declaration, various efforts have

    been made to respond to reduce and eliminate this vio-
    lence experienced by women. Significant attention has
    been paid in the Northern hemisphere and high income
    countries such as Canada and the U.S. to the provision
    of social services to victims of GBV, such as strengthening
    and maintaining women’s safety and their involvement in
    social, political and economic activities. Changes have also
    been made to justice sector responses, and to treatment
    for perpetrators of GBV.
    Interventions in low and middle-income countries

    have focused on primary prevention strategies to reduce
    the prevalence and incidence of violence against women
    and girls. These prevention programs use a wide range
    of approaches, including group training, social commu-
    nication, community mobilization, and livelihood strat-
    egies. Microfinance and cash transfer programs in
    countries such as South Africa, Kenya and Ecuador have
    reported reductions in the rates of IPV [2, 3]. Commu-
    nity mobilization programs in Uganda and Sub-Saharan
    Africa that aim to reduce violence at the population-
    level through changes in public discourse, practices, and
    norms for gender and violence, demonstrated not only
    reductions in physical and sexual partner abuse, but also
    reduced incidence of HIV/AIDS [4, 5].
    These responses, however, have largely turned to under-

    standings of GBV that place the causes, consequences and
    costs at an individual level [6]. With the launch of the
    World Health Organization (WHO) Multi-Country StudyCorrespondence: montesan@ualberta.ca

    School of Public Health, University of Alberta, Edmonton, AB, Canada

    © 2016 Montesanti. Open Access This article is distributed under the terms of the Creative Commons Attribution 4.0
    International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and
    reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to
    the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver
    (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.

    Montesanti BMC Women's Health (2015) 15:93
    DOI 10.1186/s12905-015-0247-5

    [http://crossmark.crossref.org/dialog/?doi=10.1186/s12905-015-0247-5&domain=pdf](http://crossmark.crossref.org/dialog/?doi=10.1186/s12905-015-0247-5&domain=pdf)

    [mailto:montesan@ualberta.ca](mailto:montesan@ualberta.ca)

    [http://creativecommons.org/licenses/by/4.0/](http://creativecommons.org/licenses/by/4.0/)

    [http://creativecommons.org/publicdomain/zero/1.0/](http://creativecommons.org/publicdomain/zero/1.0/)

    on Women’s Health and Domestic Violence in 2005, the
    number of IPV prevalence studies increased. This research
    primarily from the health and medical fields has largely
    focused on individual or relationship level factors to the
    exclusion of factors operating at a broader societal level
    [7, 8]. Prevalence studies from the around the world have
    shown that IPV has a number of health consequences for
    that include, injury, chronic pain, sexually-transmitted dis-
    eases, depression, post-traumatic stress disorder, to name
    a few [9–15]. Though this research has contributed to
    an understanding of the prevalence [16], consequences
    [9, 17], and costs [18, 19] associated with IPV against
    women; its focus has been on individual behaviors and
    health outcomes, ignoring how patterns of violence are
    connected to social systems and social institutions.
    Any analysis of violence “must recognize the primacy
    of culturally constructed messages about the proper
    roles and behavior of men and women and the power
    disadvantaged women bring to relationships by virtue
    of their lack of access to resources.”[14]
    In this thematic series, the authors provide an in-

    depth analysis of how social systems and institutions in-
    fluence interpersonal violence that disproportionately
    harms women. Structural violence has been defined as
    the social arrangements that put individuals and popula-
    tions in harm’s way…the arrangements are structural be-
    cause they are embedded in the social, political and
    economic organization of our social world; they are vio-
    lent because they cause injury to people (typically, not
    those responsible for perpetuating such inequalities)
    [20]. Structural violence includes “a host of offensives
    against human dignity: extreme and relative poverty, so-
    cial inequalities ranging from racism to gender inequal-
    ity, and the more perverse forms of violence that are
    uncontestably human rights abuses” [21]. In adopting a
    structural violence approach to understand GBV in a
    variety of contexts and events, our analysis underscores
    the importance of historical and social contexts that in-
    fluence IPV towards women.
    Structural violence is marked by unequal access to the

    determinants of health (e.g., housing, good quality health
    care, unemployment, education), which then creates
    conditions where interpersonal violence can occur and
    shape gendered forms of violence that place women in
    vulnerable positions. Gender is inescapably embedded in
    social systems and institutions. For instance, Parikh
    (2012) illustrates how a macro-level structural interven-
    tion (increase in the age of consent law at national and
    local levels) intended to address gendered HIV risk in
    Uganda has the unintended consequence of reinforcing
    gender–based social hierarchies [22]. Despite the stated
    aim of protecting young women, the law reinstates patri-
    archal privilege and the regulation of adolescent female
    sexuality. Moreover, research pertaining to gender tends

    to regard the categories of “men” and “women” as dis-
    tinct categories, not just in their biological make-up but
    also in their gender-specific role socialization.
    This thematic series originated through the Canadian

    Institute for Health Research (CIHR) Institute of Gender
    Health (IGH) Roundtable on Violence, Gender and
    Health on January 28–29, 2010, in Ottawa, to discuss
    the current state of research on gendered violence and
    health. Participants at the meeting identified two re-
    search priorities: (1) the need to conduct contextualized
    research on how social systems and institutions perpetu-
    ate and reproduce gender-based violence against women
    and impact various dimensions of health; and (2) the
    need to examine individual-level characteristics and
    population-level influences on gender-based violence.
    Initial discussions at this meeting brought together a
    team of researchers to develop a comparative program
    of research to advance our understanding of structural
    and systemic violence in gender-based violence and
    women’s health inequities in the Canadian context,
    which includes an analysis of appropriate interventions
    to prevent future occurrences of violence against
    women.
    This thematic series will advance scholarly knowledge

    on the two research priorities noted above, and under-
    score new ways of thinking about structural and inter-
    personal violence, and how they are related and manifest
    in the lives of women. The series will include a collec-
    tion of empirical and theoretical papers that engage a
    variety of methodological approaches and signal the
    growing challenges in thinking through, and responding
    to, gender-based violence. It will demonstrate the need
    for researchers to continue interrogating categories in
    their analyses, including gender and sex. Also urging re-
    searchers and policy makers to think beyond an individ-
    ualized focus on the causes, consequences and costs of
    violence and abuse, to the implementation of interven-
    tions, in the form of health and social services and pol-
    icies, that consider the contexts in which people’s lives
    are experienced.

    Received: 17 September 2015 Accepted: 7 October 2015

    References
    1. Yllo K. Through a Feminist Lens: Gender, Diversity, and Violence: Extending

    the Feminist Framework In Current Controversies on Family Violence.
    California: Sage Publications; 2005.

    2. Haushofer J, Shapiro J. Household Response to Income Changes: Evidence
    from an Unconditional Cash Transfer Program in Kenya Massachusetts
    Institute of Technology. 2013.

    3. Kim JC, Watts CH, Hargreaves JR. Understanding the impact of a
    microfinance-based intervention on women’s empowerment and the
    reduction of intimate partner violence in South Africa. Am J Public Health.
    2007;97:1794–802.

    4. Abramsky T, Devries K, Kiss L, Nakuti J, Kyegombe N, Starmann E, et al.
    Findings from the SASA! Study: a cluster randomised controlled trial to
    assess the impact of a community mobilisation intervention to prevent

    Montesanti BMC Women's Health (2015) 15:93 Page 2 of 3

    violence against women and reduce HIV risk in Kampala, Uganda. BMC
    Med. 2014;12:122.

    5. Faye MM, Moreau A, Cabral J, Benga H, Cissé F, Mane B, et al. The TOSTAN
    Program: Evaluation of a Community Based Education Program in Senegal.
    Population Council: Washington; 2004.

    6. Dominguez S, Menjivar C. Beyond individual and visible acts of violence: a
    framework to examine the lives of women in low-income neighborhoods.
    Women’s Stud Int Forum. 2014;44.

    7. Kiss L, D’Oliveira AF, Zimmerman C, Heise L, Schraiber LB, Watts C. Brazilian
    policy responses to violence against women: government strategy and the
    help-seeking behaviors of women who experience violence. Health Hum
    Rights. 2012;14(1):E64–77.

    8. Thurston WE, Vissandjee B. An ecological model for understanding culture as a
    determinant of women’s health. Critical Public Health. 2005;15(3):229–42.

    9. Ansara DL, Hindin M. Psychosocial consequences of intimate partner
    violence for women and Men in Canada. Journal of Interpersonal Violence.
    2011;26(8):1628–45.

    10. Campbell J, Jones AS, Dienemann J, Kub J, Schollenberger J, O’Campo P,
    et al. Intimate partner violence and physical health consequences. Arch
    Intern Med. 2002;162:1157–63.

    11. Campbell J. Health consequences of intimate partner violence. Lancet.
    2002;359(9314):1331.

    12. Cohen MM, Maclean H. Violence Against Canadian Women. In:
    Desmeules M, Stewart D, Kazanjian A, Maclean H, Payne J, Vissandjée B,
    editors. Women’s Health Surveillance Report: A Multidimensional Look
    at the Health of Canadian Women. Ottawa: Canadian Institute for
    Health Information; 2004.

    13. Fox AM, Jackson SS, Hansen NB, Gasa N, Crewe M, Sikkema KJ. In their own
    voices: a qualitative study of women’s risk for intimate partner violence and
    HIV in south africa. Violence Against Women. 2007;13(6):583–602.

    14. Heise L. Violence against women: an integrated, ecological framework.
    Violence Against Women. 1998;4:262–90.

    15. Lacey KK, McPherson MD, Samuel PS, Sears KP, Head D. The impact of
    different types of intimate partner violence on the mental and physical
    health of women in different ethnic groups. J Interpers Violence.
    2013;28(2):359–85.

    16. Stöckl H, March L, Pallitto C, Garcia-Moreno C, WHO Multi-country Study
    Team. Intimate partner violence among adolescents and young women:
    prevalence and associated factors in nine countries: a cross-sectional study.
    BMC Public Health. 2014;14:751.

    17. Beydoun HA, Beydoun MA, Kaufman JS, Lo B, Zonderman AB. Intimate
    partner violence against adult women and its association with major
    depressive disorder, depressive symptoms and postpartum depression: a
    systematic review and meta-analysis. Soc Sci Med. 2012;75.

    18. CDC, Costs of Intimate Partner Violence against Women in the United
    States. Centres for Disease Control and Prevention, National Center for
    Injury Prevention and. Atlanta: Control; 2003.

    19. Sorenson S. Funding public health: the Public’s willingness to Pay for
    domestic violence prevention programming. Am J Public Health.
    2003;93:1934–8.

    20. Farmer PE, Nizeye B, Stulac S, Keshavjee S. Structural violence and clinical
    medicine. Plos Med. 2006;3(10), e449.

    21. Farmer PE. Pathologies of Power: Health, Human Rights, and the New War
    on the Poor. Berkeley: University of California Press; 2005.

    22. Parikh SA. They arrested me for loving a schoolgirl: ethnography, HIV, and a
    feminist assessment of the age of consent law as a gender-based structural
    intervention in Uganda. Soc Sci Med. 2012;74(11):1774–82.

    Submit your next manuscript to BioMed Central
    and take full advantage of:

    • Convenient online submission

    • Thorough peer review

    • No space constraints or color figure charges

    • Immediate publication on acceptance

    • Inclusion in PubMed, CAS, Scopus and Google Scholar

    • Research which is freely available for redistribution

    Submit your manuscript at
    www.biomedcentral.com/submit

    Montesanti BMC Women's Health (2015) 15:93 Page 3 of 3

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    **## The_role_of_structural_and_int1.PDF**

    EDITORIAL Open Access

    The role of structural and interpersonal
    violence in the lives of women: a conceptual
    shift in prevention of gender-based violence
    Stephanie Rose Montesanti

    Explanations for violence against women (VAW) have
    developed in a wide variety of disciplines including, soci-
    ology, psychology, social work and public health. Theor-
    ies of VAW range from individual and relationship level
    explanations to socio-cultural and political explanations
    for why violent acts towards women are committed.
    Feminist scholars, for instance, focus their attention to
    male-dominated social structures and socialization prac-
    tices that teach men and women gender-specific roles
    that can influence violence and abuse against women
    [1]. One of the most common forms of violence against
    women is interpersonal violence (IPV). IPV refers to
    everyday violence such as sexual and physical assault
    that occurs between family members, intimates, or
    acquaintances.
    The UN Declaration was the first international state-

    ment that defined violence against women within a
    broader gender-based framework and identified the fam-
    ily, the community and the state as major sites of
    gender-based violence. The statement was rooted in
    feminist analysis of social inequality. According to the
    UN Declaration, violence against women involves:

    Any act of gender-based violence that results in, or is
    likely to result in physical, sexual or psychological harm
    or suffering to women, including threats of such acts,
    coercion or arbitrary deprivation of liberty, whether
    occurring in public or in private life. (p.1)

    Gender-based violence (GBV) can include domestic
    violence, sexual harassment, sexual violence and rape.
    GBV is a deliberately broad term in order to recognize
    the gendered elements in nearly all forms of violence
    against women and girls, whether it is perpetrated
    through sexual violence or through other means. The
    use of the term ‘gender-based violence’ provided a new

    context in which to examine and understand the
    phenomenon of violence against women. It shifted the
    focus from women as victims of violence to gender and
    the unequal power relationships between women and
    men that are created and maintained through gender
    stereotypes. A gender perspective on violence against
    women addresses the similarities and differences in the
    violence experienced by women and men in relation to
    vulnerabilities, violations and consequences.
    In response to this declaration, various efforts have

    been made to respond to reduce and eliminate this vio-
    lence experienced by women. Significant attention has
    been paid in the Northern hemisphere and high income
    countries such as Canada and the U.S. to the provision
    of social services to victims of GBV, such as strengthening
    and maintaining women’s safety and their involvement in
    social, political and economic activities. Changes have also
    been made to justice sector responses, and to treatment
    for perpetrators of GBV.
    Interventions in low and middle-income countries

    have focused on primary prevention strategies to reduce
    the prevalence and incidence of violence against women
    and girls. These prevention programs use a wide range
    of approaches, including group training, social commu-
    nication, community mobilization, and livelihood strat-
    egies. Microfinance and cash transfer programs in
    countries such as South Africa, Kenya and Ecuador have
    reported reductions in the rates of IPV [2, 3]. Commu-
    nity mobilization programs in Uganda and Sub-Saharan
    Africa that aim to reduce violence at the population-
    level through changes in public discourse, practices, and
    norms for gender and violence, demonstrated not only
    reductions in physical and sexual partner abuse, but also
    reduced incidence of HIV/AIDS [4, 5].
    These responses, however, have largely turned to under-

    standings of GBV that place the causes, consequences and
    costs at an individual level [6]. With the launch of the
    World Health Organization (WHO) Multi-Country StudyCorrespondence: montesan@ualberta.ca

    School of Public Health, University of Alberta, Edmonton, AB, Canada

    © 2016 Montesanti. Open Access This article is distributed under the terms of the Creative Commons Attribution 4.0
    International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and
    reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to
    the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver
    (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.

    Montesanti BMC Women's Health (2015) 15:93
    DOI 10.1186/s12905-015-0247-5

    [http://crossmark.crossref.org/dialog/?doi=10.1186/s12905-015-0247-5&domain=pdf](http://crossmark.crossref.org/dialog/?doi=10.1186/s12905-015-0247-5&domain=pdf)

    [mailto:montesan@ualberta.ca](mailto:montesan@ualberta.ca)

    [http://creativecommons.org/licenses/by/4.0/](http://creativecommons.org/licenses/by/4.0/)

    [http://creativecommons.org/publicdomain/zero/1.0/](http://creativecommons.org/publicdomain/zero/1.0/)

    on Women’s Health and Domestic Violence in 2005, the
    number of IPV prevalence studies increased. This research
    primarily from the health and medical fields has largely
    focused on individual or relationship level factors to the
    exclusion of factors operating at a broader societal level
    [7, 8]. Prevalence studies from the around the world have
    shown that IPV has a number of health consequences for
    that include, injury, chronic pain, sexually-transmitted dis-
    eases, depression, post-traumatic stress disorder, to name
    a few [9–15]. Though this research has contributed to
    an understanding of the prevalence [16], consequences
    [9, 17], and costs [18, 19] associated with IPV against
    women; its focus has been on individual behaviors and
    health outcomes, ignoring how patterns of violence are
    connected to social systems and social institutions.
    Any analysis of violence “must recognize the primacy
    of culturally constructed messages about the proper
    roles and behavior of men and women and the power
    disadvantaged women bring to relationships by virtue
    of their lack of access to resources.”[14]
    In this thematic series, the authors provide an in-

    depth analysis of how social systems and institutions in-
    fluence interpersonal violence that disproportionately
    harms women. Structural violence has been defined as
    the social arrangements that put individuals and popula-
    tions in harm’s way…the arrangements are structural be-
    cause they are embedded in the social, political and
    economic organization of our social world; they are vio-
    lent because they cause injury to people (typically, not
    those responsible for perpetuating such inequalities)
    [20]. Structural violence includes “a host of offensives
    against human dignity: extreme and relative poverty, so-
    cial inequalities ranging from racism to gender inequal-
    ity, and the more perverse forms of violence that are
    uncontestably human rights abuses” [21]. In adopting a
    structural violence approach to understand GBV in a
    variety of contexts and events, our analysis underscores
    the importance of historical and social contexts that in-
    fluence IPV towards women.
    Structural violence is marked by unequal access to the

    determinants of health (e.g., housing, good quality health
    care, unemployment, education), which then creates
    conditions where interpersonal violence can occur and
    shape gendered forms of violence that place women in
    vulnerable positions. Gender is inescapably embedded in
    social systems and institutions. For instance, Parikh
    (2012) illustrates how a macro-level structural interven-
    tion (increase in the age of consent law at national and
    local levels) intended to address gendered HIV risk in
    Uganda has the unintended consequence of reinforcing
    gender–based social hierarchies [22]. Despite the stated
    aim of protecting young women, the law reinstates patri-
    archal privilege and the regulation of adolescent female
    sexuality. Moreover, research pertaining to gender tends

    to regard the categories of “men” and “women” as dis-
    tinct categories, not just in their biological make-up but
    also in their gender-specific role socialization.
    This thematic series originated through the Canadian

    Institute for Health Research (CIHR) Institute of Gender
    Health (IGH) Roundtable on Violence, Gender and
    Health on January 28–29, 2010, in Ottawa, to discuss
    the current state of research on gendered violence and
    health. Participants at the meeting identified two re-
    search priorities: (1) the need to conduct contextualized
    research on how social systems and institutions perpetu-
    ate and reproduce gender-based violence against women
    and impact various dimensions of health; and (2) the
    need to examine individual-level characteristics and
    population-level influences on gender-based violence.
    Initial discussions at this meeting brought together a
    team of researchers to develop a comparative program
    of research to advance our understanding of structural
    and systemic violence in gender-based violence and
    women’s health inequities in the Canadian context,
    which includes an analysis of appropriate interventions
    to prevent future occurrences of violence against
    women.
    This thematic series will advance scholarly knowledge

    on the two research priorities noted above, and under-
    score new ways of thinking about structural and inter-
    personal violence, and how they are related and manifest
    in the lives of women. The series will include a collec-
    tion of empirical and theoretical papers that engage a
    variety of methodological approaches and signal the
    growing challenges in thinking through, and responding
    to, gender-based violence. It will demonstrate the need
    for researchers to continue interrogating categories in
    their analyses, including gender and sex. Also urging re-
    searchers and policy makers to think beyond an individ-
    ualized focus on the causes, consequences and costs of
    violence and abuse, to the implementation of interven-
    tions, in the form of health and social services and pol-
    icies, that consider the contexts in which people’s lives
    are experienced.

    Received: 17 September 2015 Accepted: 7 October 2015

    References
    1. Yllo K. Through a Feminist Lens: Gender, Diversity, and Violence: Extending

    the Feminist Framework In Current Controversies on Family Violence.
    California: Sage Publications; 2005.

    2. Haushofer J, Shapiro J. Household Response to Income Changes: Evidence
    from an Unconditional Cash Transfer Program in Kenya Massachusetts
    Institute of Technology. 2013.

    3. Kim JC, Watts CH, Hargreaves JR. Understanding the impact of a
    microfinance-based intervention on women’s empowerment and the
    reduction of intimate partner violence in South Africa. Am J Public Health.
    2007;97:1794–802.

    4. Abramsky T, Devries K, Kiss L, Nakuti J, Kyegombe N, Starmann E, et al.
    Findings from the SASA! Study: a cluster randomised controlled trial to
    assess the impact of a community mobilisation intervention to prevent

    Montesanti BMC Women's Health (2015) 15:93 Page 2 of 3

    violence against women and reduce HIV risk in Kampala, Uganda. BMC
    Med. 2014;12:122.

    5. Faye MM, Moreau A, Cabral J, Benga H, Cissé F, Mane B, et al. The TOSTAN
    Program: Evaluation of a Community Based Education Program in Senegal.
    Population Council: Washington; 2004.

    6. Dominguez S, Menjivar C. Beyond individual and visible acts of violence: a
    framework to examine the lives of women in low-income neighborhoods.
    Women’s Stud Int Forum. 2014;44.

    7. Kiss L, D’Oliveira AF, Zimmerman C, Heise L, Schraiber LB, Watts C. Brazilian
    policy responses to violence against women: government strategy and the
    help-seeking behaviors of women who experience violence. Health Hum
    Rights. 2012;14(1):E64–77.

    8. Thurston WE, Vissandjee B. An ecological model for understanding culture as a
    determinant of women’s health. Critical Public Health. 2005;15(3):229–42.

    9. Ansara DL, Hindin M. Psychosocial consequences of intimate partner
    violence for women and Men in Canada. Journal of Interpersonal Violence.
    2011;26(8):1628–45.

    10. Campbell J, Jones AS, Dienemann J, Kub J, Schollenberger J, O’Campo P,
    et al. Intimate partner violence and physical health consequences. Arch
    Intern Med. 2002;162:1157–63.

    11. Campbell J. Health consequences of intimate partner violence. Lancet.
    2002;359(9314):1331.

    12. Cohen MM, Maclean H. Violence Against Canadian Women. In:
    Desmeules M, Stewart D, Kazanjian A, Maclean H, Payne J, Vissandjée B,
    editors. Women’s Health Surveillance Report: A Multidimensional Look
    at the Health of Canadian Women. Ottawa: Canadian Institute for
    Health Information; 2004.

    13. Fox AM, Jackson SS, Hansen NB, Gasa N, Crewe M, Sikkema KJ. In their own
    voices: a qualitative study of women’s risk for intimate partner violence and
    HIV in south africa. Violence Against Women. 2007;13(6):583–602.

    14. Heise L. Violence against women: an integrated, ecological framework.
    Violence Against Women. 1998;4:262–90.

    15. Lacey KK, McPherson MD, Samuel PS, Sears KP, Head D. The impact of
    different types of intimate partner violence on the mental and physical
    health of women in different ethnic groups. J Interpers Violence.
    2013;28(2):359–85.

    16. Stöckl H, March L, Pallitto C, Garcia-Moreno C, WHO Multi-country Study
    Team. Intimate partner violence among adolescents and young women:
    prevalence and associated factors in nine countries: a cross-sectional study.
    BMC Public Health. 2014;14:751.

    17. Beydoun HA, Beydoun MA, Kaufman JS, Lo B, Zonderman AB. Intimate
    partner violence against adult women and its association with major
    depressive disorder, depressive symptoms and postpartum depression: a
    systematic review and meta-analysis. Soc Sci Med. 2012;75.

    18. CDC, Costs of Intimate Partner Violence against Women in the United
    States. Centres for Disease Control and Prevention, National Center for
    Injury Prevention and. Atlanta: Control; 2003.

    19. Sorenson S. Funding public health: the Public’s willingness to Pay for
    domestic violence prevention programming. Am J Public Health.
    2003;93:1934–8.

    20. Farmer PE, Nizeye B, Stulac S, Keshavjee S. Structural violence and clinical
    medicine. Plos Med. 2006;3(10), e449.

    21. Farmer PE. Pathologies of Power: Health, Human Rights, and the New War
    on the Poor. Berkeley: University of California Press; 2005.

    22. Parikh SA. They arrested me for loving a schoolgirl: ethnography, HIV, and a
    feminist assessment of the age of consent law as a gender-based structural
    intervention in Uganda. Soc Sci Med. 2012;74(11):1774–82.

    Submit your next manuscript to BioMed Central
    and take full advantage of:

    • Convenient online submission

    • Thorough peer review

    • No space constraints or color figure charges

    • Immediate publication on acceptance

    • Inclusion in PubMed, CAS, Scopus and Google Scholar

    • Research which is freely available for redistribution

    Submit your manuscript at
    www.biomedcentral.com/submit

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    **1) QUOTATION**(1 point): Select a quotation (2-4 sentences) from one attached reading that you find interesting and/or representative of the author’s larger argument.
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    _sociologically_. You should point out how the author supports his/her argument. In doing this, you are to summarize the author's argument,
    _not_ critique it. Also, keep in mind that concepts are typically bold faced terms in a text or are larger ideas that have a specific sociological meaning, but your contribution should not merely be a restating of an author’s definition of a concept.

    **3)   COMPARISON/CONTRAST**(3 points): Here you will take the ideas raised above and relate it to other course material. You can do this by comparing or contrasting arguments and ideas to other readings used in the course. This includes current readings for the week or from previous weeks. In this section, you may want to point out any similarities or differences between the concepts presented in your summarized reading and the concepts presented in other readings from the course. This comparison must be grounded in the sociological content of the course. The purpose is to strengthen your grasp on the course material for deeper and broader understanding of your social work practice.

    **4)   QUESTION**(2 points): Raise 1 related question about the concept/idea discussed above. Questions are like shovels – they are tools we use to dig deeper into the material we are working with. Like shoveling dirt or snow, asking questions can sometimes get messy. Be okay with that; roll your sleeves up. It’s part of the process of deep critical inquiry and thinking. Your questions should relate to and be inspired by the material you’ve been discussing here. Good questions will be thought provoking, discussable, and may even lead to more questions before leading to any answers. Aim to ask questions that will deepen your/our understanding of the issue at hand. You may want to also ask questions that connect the readings to social work practice. We will follow-up on these questions in our class discussions.

    Example:

    Quotation: “A critical sociological perspective can shine a discomfiting light on members of privileged groups, if only by making their privileges visible. It becomes harder, then, to teach sociological thinking when such thinking induces guilt and seems like putting one’s self in for blame” (Schwalbe 2008 p.xiii).

    Concept/Idea: Schwalbe describes sociological mindfulness as being aware of the larger social context in which we are part of. He applies the notion of sociological mindfulness to the study of inequality. He argues that looking at the world critically and sociologically can be challenging for some people who may feel implicated or at fault for the amount and severity of inequality that exists in society. This is important sociologically because if people feel guilty they may be unwilling or unable to learn about the sociological workings of society, which will likely reinforce them.

    Comparison/Relation: Similar to Schwable’s sociological mindfulness, C. Wright Mills’ The Sociological Imagination discusses the distinction between personal troubles and public issues. Mills argued that in order to understand society, we must first understand our place in it. He emphasized the connection between individuals and society and insisted that we must know both to understand either one. This relates to Schwalbe because if people refuse to look at their place in society for fear of guilt or shame, they will never be able to understand society or themselves. Mills and Schwalbe describe mirror concepts and both suggest that we need to consider how our behaviors and actions are influenced by larger social structures. Further, both argue that people are often unaware of how they participate in something larger than themselves

    Questions: How can people learn to move from individualist views of society to an awareness of the larger social context? How does privilege impact this? What benefit will critical sociological thinking have and for whom?

    **EBSCO-FullText-02_24_2026.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ebsco-fulltext-02-24-2026-pdf)

    **IsCapitalismGendered.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/iscapitalismgendered-pdf)

    **IsCapitalismGendered.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/iscapitalismgendered-pdf)

    **## Task.docx**

    **Use the two attached reading to complete the assignment below:**

    **1) QUOTATION**(1 point): Select a quotation (2-4 sentences) from one attached reading that you find interesting and/or representative of the author’s larger argument.
    _Be sure to use appropriate parenthetical citation_.

    **2) CONCEPT/IDEA**(2 points): In this section you should identify the major concept or idea the author is trying to convey, define it in your own words, and describe why it is important
    _sociologically_. You should point out how the author supports his/her argument. In doing this, you are to summarize the author's argument,
    _not_ critique it. Also, keep in mind that concepts are typically bold faced terms in a text or are larger ideas that have a specific sociological meaning, but your contribution should not merely be a restating of an author’s definition of a concept.

    **3)   COMPARISON/CONTRAST**(3 points): Here you will take the ideas raised above and relate it to other course material. You can do this by comparing or contrasting arguments and ideas to other readings used in the course. This includes current readings for the week or from previous weeks. In this section, you may want to point out any similarities or differences between the concepts presented in your summarized reading and the concepts presented in other readings from the course. This comparison must be grounded in the sociological content of the course. The purpose is to strengthen your grasp on the course material for deeper and broader understanding of your social work practice.

    **4)   QUESTION**(2 points): Raise 1 related question about the concept/idea discussed above. Questions are like shovels – they are tools we use to dig deeper into the material we are working with. Like shoveling dirt or snow, asking questions can sometimes get messy. Be okay with that; roll your sleeves up. It’s part of the process of deep critical inquiry and thinking. Your questions should relate to and be inspired by the material you’ve been discussing here. Good questions will be thought provoking, discussable, and may even lead to more questions before leading to any answers. Aim to ask questions that will deepen your/our understanding of the issue at hand. You may want to also ask questions that connect the readings to social work practice. We will follow-up on these questions in our class discussions.

    Example:

    Quotation: “A critical sociological perspective can shine a discomfiting light on members of privileged groups, if only by making their privileges visible. It becomes harder, then, to teach sociological thinking when such thinking induces guilt and seems like putting one’s self in for blame” (Schwalbe 2008 p.xiii).

    Concept/Idea: Schwalbe describes sociological mindfulness as being aware of the larger social context in which we are part of. He applies the notion of sociological mindfulness to the study of inequality. He argues that looking at the world critically and sociologically can be challenging for some people who may feel implicated or at fault for the amount and severity of inequality that exists in society. This is important sociologically because if people feel guilty they may be unwilling or unable to learn about the sociological workings of society, which will likely reinforce them.

    Comparison/Relation: Similar to Schwable’s sociological mindfulness, C. Wright Mills’ The Sociological Imagination discusses the distinction between personal troubles and public issues. Mills argued that in order to understand society, we must first understand our place in it. He emphasized the connection between individuals and society and insisted that we must know both to understand either one. This relates to Schwalbe because if people refuse to look at their place in society for fear of guilt or shame, they will never be able to understand society or themselves. Mills and Schwalbe describe mirror concepts and both suggest that we need to consider how our behaviors and actions are influenced by larger social structures. Further, both argue that people are often unaware of how they participate in something larger than themselves

    Questions: How can people learn to move from individualist views of society to an awareness of the larger social context? How does privilege impact this? What benefit will critical sociological thinking have and for whom?

    **EBSCO-FullText-02_24_2026.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ebsco-fulltext-02-24-2026-pdf)

    **IsCapitalismGendered.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/iscapitalismgendered-pdf)

    **## Task.docx**

    **Use the two attached reading to complete the assignment below:**

    **1) QUOTATION**(1 point): Select a quotation (2-4 sentences) from one attached reading that you find interesting and/or representative of the author’s larger argument.
    _Be sure to use appropriate parenthetical citation_.

    **2) CONCEPT/IDEA**(2 points): In this section you should identify the major concept or idea the author is trying to convey, define it in your own words, and describe why it is important
    _sociologically_. You should point out how the author supports his/her argument. In doing this, you are to summarize the author's argument,
    _not_ critique it. Also, keep in mind that concepts are typically bold faced terms in a text or are larger ideas that have a specific sociological meaning, but your contribution should not merely be a restating of an author’s definition of a concept.

    **3)   COMPARISON/CONTRAST**(3 points): Here you will take the ideas raised above and relate it to other course material. You can do this by comparing or contrasting arguments and ideas to other readings used in the course. This includes current readings for the week or from previous weeks. In this section, you may want to point out any similarities or differences between the concepts presented in your summarized reading and the concepts presented in other readings from the course. This comparison must be grounded in the sociological content of the course. The purpose is to strengthen your grasp on the course material for deeper and broader understanding of your social work practice.

    **4)   QUESTION**(2 points): Raise 1 related question about the concept/idea discussed above. Questions are like shovels – they are tools we use to dig deeper into the material we are working with. Like shoveling dirt or snow, asking questions can sometimes get messy. Be okay with that; roll your sleeves up. It’s part of the process of deep critical inquiry and thinking. Your questions should relate to and be inspired by the material you’ve been discussing here. Good questions will be thought provoking, discussable, and may even lead to more questions before leading to any answers. Aim to ask questions that will deepen your/our understanding of the issue at hand. You may want to also ask questions that connect the readings to social work practice. We will follow-up on these questions in our class discussions.

    Example:

    Quotation: “A critical sociological perspective can shine a discomfiting light on members of privileged groups, if only by making their privileges visible. It becomes harder, then, to teach sociological thinking when such thinking induces guilt and seems like putting one’s self in for blame” (Schwalbe 2008 p.xiii).

    Concept/Idea: Schwalbe describes sociological mindfulness as being aware of the larger social context in which we are part of. He applies the notion of sociological mindfulness to the study of inequality. He argues that looking at the world critically and sociologically can be challenging for some people who may feel implicated or at fault for the amount and severity of inequality that exists in society. This is important sociologically because if people feel guilty they may be unwilling or unable to learn about the sociological workings of society, which will likely reinforce them.

    Comparison/Relation: Similar to Schwable’s sociological mindfulness, C. Wright Mills’ The Sociological Imagination discusses the distinction between personal troubles and public issues. Mills argued that in order to understand society, we must first understand our place in it. He emphasized the connection between individuals and society and insisted that we must know both to understand either one. This relates to Schwalbe because if people refuse to look at their place in society for fear of guilt or shame, they will never be able to understand society or themselves. Mills and Schwalbe describe mirror concepts and both suggest that we need to consider how our behaviors and actions are influenced by larger social structures. Further, both argue that people are often unaware of how they participate in something larger than themselves

    Questions: How can people learn to move from individualist views of society to an awareness of the larger social context? How does privilege impact this? What benefit will critical sociological thinking have and for whom?

    **EBSCO-FullText-02_24_2026.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ebsco-fulltext-02-24-2026-pdf)

    **IsCapitalismGendered.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/iscapitalismgendered-pdf)

  • [Solved] writing help

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    help in civic discourse writing but needed by 02/24/26 at 6pm

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    Assignment Prompt & Instructions

    help in civic discourse writing but needed by 02/24/26 at 6pm

  • [Solved] HB 7

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    Executive Solution Overview

    the case study attached is for the discussion and assignment there should be a total of 2 assignments and 2 discussion responses chapter 10( this week reading ) is also attached – [\ \ Ashford_HumanBehaviorintheSocialEnvironment_7e_PPT_Ch10.pptx](https://www.sweetstudy.com/files/ashford-humanb…

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    Assignment Prompt & Instructions

    the case study attached is for the discussion and assignment

    there should be a total of 2 assignments and 2 discussion responses

    chapter 10( this week reading ) is also attached

    – [\
    \
    Ashford_HumanBehaviorintheSocialEnvironment_7e_PPT_Ch10.pptx](https://www.sweetstudy.com/files/ashford-humanbehaviorinthesocialenvironment-7e-ppt-ch10-pptx "Ashford_HumanBehaviorintheSocialEnvironment_7e_PPT_Ch10.pptx")
    – [\
    \
    IMG_0564.jpeg](https://www.sweetstudy.com/files/img-0564-jpeg-10505449 "IMG_0564.jpeg")
    – [\
    \
    IMG_0566.jpeg](https://www.sweetstudy.com/files/img-0566-jpeg-10505451 "IMG_0566.jpeg")
    – [\
    \
    IMG_0560.jpeg](https://www.sweetstudy.com/files/img-0560-jpeg-10505453 "IMG_0560.jpeg")
    – [\
    \
    IMG_0562.jpeg](https://www.sweetstudy.com/files/img-0562-jpeg-10505455 "IMG_0562.jpeg")
    – [\
    \
    IMG_0563.jpeg](https://www.sweetstudy.com/files/img-0563-jpeg-10505457 "IMG_0563.jpeg")

  • [Solved] Home work

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    [>Sociology homework help](https://www.sweetstudy.com/fields/social-science-sociology) **files (1)** – ## DLV12.docx **## DLV12.docx** **Scenario** Digital technology provides platforms for individuals to express and explore their identities in creative ways. Ross, Kristina, Samantha, and Nate—the B…

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    Assignment Prompt & Instructions

    [>Sociology homework help](https://www.sweetstudy.com/fields/social-science-sociology)

    **files (1)**

    – ## DLV12.docx

    **## DLV12.docx**

    **Scenario**

    Digital technology provides platforms for individuals to express and explore their identities in creative ways. Ross, Kristina, Samantha, and Nate—the Brown family—are avid users of various social media platforms and digital communication tools.

    They utilize Facebook accounts for staying connected with distant family and friends, while Samantha and Kristina have ventured into Instagram to share glimpses of their lives. Samantha, particularly drawn to popularity, has immersed herself in TikTok, constantly creating content to maintain her online presence. In her pursuit of popularity, Samantha's digital identity seems to have evolved, diverging from her original persona.

    The Browns are no strangers to digital slang and communication trends. While Samantha and Nate engage in texting using internet slang and abbreviations that sometimes baffle Ross and Kristina, Kristina herself has adapted by incorporating emojis into her emails and texts to stay current with digital communication trends.

    **Instructions**

    **Important: Before starting, be sure to review this assignment's rubric as it will help you narrow the scope of your work.**

    **Important Reminder!!!! The college's "AI" policy allows for AI to be used for brainstorming and editing only! AI may not be used to write submissions in their entirety and AI text should be used sparingly and must be properly cited and referenced like any other outside source!**

    For this assignment, you will create an artifact that visualizes or explains some aspect of your identity, with a focus on your identity or personality traits.

    Below are some examples of ways in which you can create your visual argument:

    · Creating a professional poster using PowerPoint

    · Creating a slideshow presentation

    · Creating a digital picture collage

    **Expectations for Assignment:**

    ·
    **Visualize the Changing Identity:** Create an artifact or presentation that reflects how your identity has evolved over time. Showcase any significant changes or developments in your identity or personality traits.

    ·
    **Communicate in Digital Spaces:** Describe and analyze the digital slang used and created within your chosen digital spaces. Thoroughly explain the evolution of digital slang and its impact on online communication.

    ·
    **Provide Examples:** Include real-world examples demonstrating how digital technology has influenced language in various contexts, such as social media, online communication, and artificial intelligence. Offer insights into how these examples relate to your own experiences and identity.

    ·
    **Conclusion:** Summarize how individuals express and create their identities in digital spaces. Reflect on the significance of digital technology in shaping identity formation and expression in the modern era.

    **Important Reminder!!!! The college's "AI" policy allows for AI to be used for brainstorming and editing only! AI may not be used to write submissions in their entirety and AI text should be used sparingly and must be properly cited and referenced like any other outside source!**

    **## DLV12.docx**

    **Scenario**

    Digital technology provides platforms for individuals to express and explore their identities in creative ways. Ross, Kristina, Samantha, and Nate—the Brown family—are avid users of various social media platforms and digital communication tools.

    They utilize Facebook accounts for staying connected with distant family and friends, while Samantha and Kristina have ventured into Instagram to share glimpses of their lives. Samantha, particularly drawn to popularity, has immersed herself in TikTok, constantly creating content to maintain her online presence. In her pursuit of popularity, Samantha's digital identity seems to have evolved, diverging from her original persona.

    The Browns are no strangers to digital slang and communication trends. While Samantha and Nate engage in texting using internet slang and abbreviations that sometimes baffle Ross and Kristina, Kristina herself has adapted by incorporating emojis into her emails and texts to stay current with digital communication trends.

    **Instructions**

    **Important: Before starting, be sure to review this assignment's rubric as it will help you narrow the scope of your work.**

    **Important Reminder!!!! The college's "AI" policy allows for AI to be used for brainstorming and editing only! AI may not be used to write submissions in their entirety and AI text should be used sparingly and must be properly cited and referenced like any other outside source!**

    For this assignment, you will create an artifact that visualizes or explains some aspect of your identity, with a focus on your identity or personality traits.

    Below are some examples of ways in which you can create your visual argument:

    · Creating a professional poster using PowerPoint

    · Creating a slideshow presentation

    · Creating a digital picture collage

    **Expectations for Assignment:**

    ·
    **Visualize the Changing Identity:** Create an artifact or presentation that reflects how your identity has evolved over time. Showcase any significant changes or developments in your identity or personality traits.

    ·
    **Communicate in Digital Spaces:** Describe and analyze the digital slang used and created within your chosen digital spaces. Thoroughly explain the evolution of digital slang and its impact on online communication.

    ·
    **Provide Examples:** Include real-world examples demonstrating how digital technology has influenced language in various contexts, such as social media, online communication, and artificial intelligence. Offer insights into how these examples relate to your own experiences and identity.

    ·
    **Conclusion:** Summarize how individuals express and create their identities in digital spaces. Reflect on the significance of digital technology in shaping identity formation and expression in the modern era.

    **Important Reminder!!!! The college's "AI" policy allows for AI to be used for brainstorming and editing only! AI may not be used to write submissions in their entirety and AI text should be used sparingly and must be properly cited and referenced like any other outside source!**