Between Autonomy and Interdependence: The Challenges of Shared Rule after the Scottish Referendum

Drawing on the distinction between self‐rule and shared rule in multilevel states, this article argues that shared rule has been the neglected element of the UK devolution settlement. The ability of the devolved administrations to participate in, and influence, national decision making through shared rule mechanisms is very limited. The article argues that the lack of shared rule is especially problematic in light of the increasing complexity of the Scottish devolution settlement in the wake of the Scotland Act 2012 and the Smith commission report. Smith, in particular, seems set to increase both the power of the Scottish Parliament and its dependence on UK policy decisions in the areas of tax, welfare and the economy. Creating a more robust intergovernmental system which could manage these new interdependencies will be a significant challenge, and yet, without such a system, the new settlement will be difficult to sustain.     

Legislating Change? Responses to Criminalizing Female Genital Cutting in Senegal

Although the international community has recently promoted legislation as an important reform strategy for ending female genital cutting (FGC), there exist divergent views on its potential effects. Supporters argue that legal prohibition of FGC has a general deterrent effect, while others argue legislation can be perceived as coercive, and derail local efforts to end the practice. This study examines the range of responses observed in rural Senegal, where a 1999 anti‐FGC law was imposed on communities in which the practice was being actively contested and targeted for elimination. Drawing on data from a mixed‐methods study, we analyze responses in relation to two leading theories on social regulation, the law and economics and law and society paradigms, which make divergent predictions on the interplay between social norms and legal norms. Among supporters of FGC, legal norms ran counter to social norms, and did little to deter the practice, and in some instances incited reactance or drove the practice underground. Conversely, where FGC was being contested, legislation served to strengthen the stance of those contemplating or favoring abandonment. We conclude that legislation can complement other reform strategies by creating an “enabling environment” that supports those who have or wish to abandon FGC.     

Europeanizing the National Education Space? Adjusting to the Open Method of Coordination (OMC) in the UK

This article examines the reception of the education Open Method of Coordination (OMC) in the UK as an aspect of Europeanization of national administrations. It addresses relationships between political and administrative actors in the process of responding to the education OMC. We argue that despite progress with institutionalization of the education OMC at the EU level, there is limited institutionalization of the education OMC at the national level. Against the backdrop of UK skepticism about engaging with the EU integration project, the interesting finding is the administrative strategies employed for deflecting EU influence on the national education space.     

Social Class is Dead. Long Live Social Class! Stereotype Threat among Low Socioeconomic Status Individuals

Stereotype threat effects occur when members of a stigmatized group perform poorly on a task because they fear confirming a negative stereotype that is associated with their ingroup. The present study investigates whether the observed achievement gap in standardized testing between high- and low-socioeconomic status (SES) American students can be due, in part, to this phenomenon. Participants were placed in one of four conditions that varied in level of “threat” related to socioeconomic status. Results show that when socioeconomic identity is made salient before taking a test, or when the test is presented as diagnostic of intelligence, low-SES students perform significantly worse, and report much lower self-confidence, than low-SES participants in the non-threatening conditions. When threatening conditions converge, performance of low-SES students is at its worst level. These results help us better understand the role stereotyping plays in the academic performance of low-SES students, and may partly explain the disparity on standardized test scores between low- and high-SES students.