Offspring sex preference in frontier America

Analysis of the fertility histories of women born between 1850 and 1900, as given in the Utah Population Database (UPDB), reveals the effect of the number, as well as the sex composition, of previous children on birth-stopping and birth-spacing decisions. Specifically, agricultural and Church of Jesus Christ of Latter-day Saints (LDS) households—two sub-populations that might have placed different values on male and female children for economic, social, and/or cultural reasons—showed a distinct preference for male children, as expressed by birth stopping after the birth of a male child and shorter birth intervals in higher-parity births when most previous children were female. Remarkably, women in both the early "natural fertility" and the later contraceptive eras used spacing behavior to achieve a desired sex mix. Although the LDS population had relatively high fertility rates, it had the same preferences for male children as the non-LDS population did. Farmers, who presumably had a need for family labor, were more interested in the quantity than in the sex mix of their children.     

Multiple environments: South Indian children’s environmental subjectivities in formation

This article explores the formation of South Indian children’s (11–15 years old) environmental subjectivities based on five months of qualitative fieldwork with children in their school and non-school lives. By doing so, this paper aims to widen the scope of the existing literature on children’s environmental subjectivities, which so far focused on separate aspects of children’s lives such as environmental education, social relations or children’s life courses. To do so, I use [Bourdieu, P. 1990. The Logic of Practice. Cambridge, UK: Polity Press] concepts of field, habitus and cultural capital along with a non-teleological notion of environmental subjectivity and insights from wider geographical literature on the formation of subjectivities. The paper shows how children’s environmental subjectivities are constituted by and partially constitute the material environments and fields in which children live, their cultural capital and habitus, their movements through their life course and their environments and a wide range of practices through which children experience their environments.