Leslie Bell – författare

For decades, the field of gender, sex, and sexualities has been a focal point of increasing interest. This inquiry has been ignited by successive waves of dramatic social change, chief among them: the re-emergence of feminist movements in the U.S. and Europe in the late 1960s; the sustained (and increasingly successful) bids for legal, social, and religious acceptance of non-heterosexual sexualities in many parts of the world; and the burgeoning number of people (whether cisgendered, gender-variant, trans, or questioning) whose individual and collective experiences of gender and sexuality warrant deeper understanding and further progress toward a fuller realization of human potential and civil rights.In psychology, the intellectual project of understanding gender, sex, and sexualities encompasses a variety of subfields spanning neuroscience and developmental, cognitive, social, and cultural psychology, as well as critical theory. As such, these approaches have inspired new and different psychological questions, as well as increased interest in previously unfamiliar topics of investigation. Edited by Nancy K. Dess, Jeanne Marecek, and Leslie C. Bell, Gender, Sex, and Sexualities offers both students and scholars the tools they need to consider and approach such questions as: how do children come to embrace (or repudiate) gendered activities and identities; how do people experience intimacy, desire, and sexual arousal; and what strategies can psychologists use to de-center their own points of view and effectively contribute to a decolonial psychology?As a result, this volume will open new avenues of inquiry as well as cross-disciplinary conversations for readers everywhere.

For decades, the field of gender, sex, and sexualities has been a focal point of increasing interest. This inquiry has been ignited by successive waves of dramatic social change, chief among them: the re-emergence of feminist movements in the U.S. and Europe in the late 1960s; the sustained (and increasingly successful) bids for legal, social, and religious acceptance of non-heterosexual sexualities in many parts of the world; and the burgeoning number of people (whether cisgendered, gender-variant, trans, or questioning) whose individual and collective experiences of gender and sexuality warrant deeper understanding and further progress toward a more fuller realization of human potential and civil rights.In psychology, the intellectual project of understanding gender, sex, and sexualities encompasses a variety of subfields spanning neuroscience and developmental, cognitive, social, and cultural psychology, as well as critical theory. As such, these approaches have inspired new and different psychological questions, as well as increased interest in previously unfamiliar topics of investigation. Edited by Nancy K. Dess, Jeanne Marecek, and Leslie C. Bell, Gender, Sex, and Sexualties offers both students and scholars the tools they need to consider and approach such questions as: how do children come to embrace (or repudiate) gendered activities and identities; how do people experience intimacy, desire, and sexual arousal; and what strategies can psychologists use to de-center their own points of view and effectively contribute to a decolonial psychology?As a result, this volume will open new avenues of inquiry as well as cross-disciplinary conversations for readers everywhere.

Hard to Get is a powerful and intimate examination of the sex and love lives of the most liberated women in history - twenty-something American women who have had more opportunities, more positive role models, and more information than any previous generation. Drawing from her years of experience as a researcher and a psychotherapist, Leslie C. Bell takes us directly into the lives of young women who struggle to negotiate the complexities of sexual desire and pleasure, and to make sense of their historically unique but contradictory constellation of opportunities and challenges. In candid interviews, Bell's subjects reveal that, despite having more choices than ever, they face great uncertainty about desire, sexuality, and relationships. Ground-breaking and highly readable, Hard to Get offers fascinating insights into the many ways that sex, love, and satisfying relationships prove surprisingly elusive to these young women as they navigate the new emotional landscape of the 21st century.

For many years, government policy has associated young people ‘being NEET’ (Not in Education, Employment or Training) with educational underachievement, worklessness, generational poverty, poor health, antisocial behaviour, and reduced life expectancies. Researchers and policymakers continue to debate whether young people become NEET as a result of their own choices (i.e. their personal agency), or as a result of external factors (i.e. social, political and economic structures). Most recognise that the truth is somewhere between the two, but a clear understanding of how each interacts in causing young people to become NEET has so far been elusive, making the development of effective policy and practice problematic. Agency, Structure and the NEET Policy Problem makes headway against this problem through an original approach that draws on social cognitive theory and the lived experiences of young people themselves.Investigating the lives of NEET young people between the ages of 17-21 in London, this book elucidates the interactions between agency and structure that lead to them becoming NEET, and in doing so, offers a new perspective on the phenomenon. It offers a valuable critique of existing policy, providing both breadth and detail on the factors affecting the trajectories of young people in their transitions to continued education, training, or employment. It offers a way forward for all who are interested in developing, supporting and implementing a revitalised approach to NEET policy and practice, and a framework around which a coherent multidisciplinary approach to addressing NEET could be developed.

The wider socio-political environment within any country provides the forum for the ideological and philosophical debates from which the organization of education is derived. Educational policies therefore reflect the dominant discourses of the time, from which overarching guiding principles are formulated. In this new four-volume collection, esteemed editors Leslie Bell and Howard Stevenson bring together a wealth of material which discusses these dominant discourses and the strategic directions which emanate from them, looking at areas such as key ideological debates, policy issues, organizational theories and culture, leadership theories and critical perspectives, and managing teaching and learning. The set is carefully organized into four thematic volumes: Volume One: Organizing Educational PolicyVolume Two: Organizing Educational InstitutionsVolume Three: Organizing Educational Leadership and ManagementVolume Four: Organizing Performance, Professionalism and Pedagogy in Education

For many years, government policy has associated young people ‘being NEET’ (Not in Education, Employment or Training) with educational underachievement, worklessness, generational poverty, poor health, antisocial behaviour, and reduced life expectancies. Researchers and policymakers continue to debate whether young people become NEET as a result of their own choices (i.e. their personal agency), or as a result of external factors (i.e. social, political and economic structures). Most recognise that the truth is somewhere between the two, but a clear understanding of how each interacts in causing young people to become NEET has so far been elusive, making the development of effective policy and practice problematic. Agency, Structure and the NEET Policy Problem makes headway against this problem through an original approach that draws on social cognitive theory and the lived experiences of young people themselves.Investigating the lives of NEET young people between the ages of 17-21 in London, this book elucidates the interactions between agency and structure that lead to them becoming NEET, and in doing so, offers a new perspective on the phenomenon. It offers a valuable critique of existing policy, providing both breadth and detail on the factors affecting the trajectories of young people in their transitions to continued education, training, or employment. It offers a way forward for all who are interested in developing, supporting and implementing a revitalised approach to NEET policy and practice, and a framework around which a coherent multidisciplinary approach to addressing NEET could be developed.