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Sense of Belonging Among High School Students Representing 4 Ethnic Groups

The authors investigated the dimensions and mechanisms of belonging relevant to motivation and achievement among high school students representing 4 ethnic groups. Using survey data from 9th to 12th grade students (N = 5,494) attending 7 ethnically-diverse high schools, structural equation modeling was employed to explore, independently for each ethnic group, the relationships between students’ perceptions of their belonging (encompassing relationships with teachers and peers, extracurricular involvement, and perceived ethnic-based discrimination), motivation (efficacy beliefs and valuing school activities), and academic success. All 4 measures of belonging were significant for European-American and Latino students. However, friendship nominations were not significant for all groups, suggesting potential variability in perspectives across ethnic groups. The strength of the structural model postulating belonging as a mediator, including statistically significant indirect paths, supported the hypothesis that the belonging construct accounted for much of the relationship between student motivation and success across groups.Beverly Faircloth is a doctoral candidate of the University of North Carolina at Chapel Hill. Her research interests include the developmental and motivational processes that support adolescent school engagement in ethnically diverse settings.Jill Hamm is an Assistant Professor at the University of North Carolina at Chapel Hill. She received her Ph.D. from the University of Wisconsin-Madison in 1996. Her research interests are adolescents’ peer relations in ethnically diverse schools and classrooms.     

Crimes committed by terrorist groups: Theory,research, and prevention

Statement of Purpose: A decline in state-sponsored terrorism has caused many terrorist organizations to resort to criminal activity as an alternative means of support. This study examines terrorists' involvement in a variety of crimes ranging from motor vehicle violations, immigration fraud, and manufacturing illegal firearms to counterfeiting, armed bank robbery, and smuggling weapons of mass destruction. Special attention is given to transnational organized crime. Crimes are analyzed through the routine activity perspective and social learning theory. These theories draw our attention to the opportunities to commit crime and the criminal skills necessary to turn opportunity into criminality. Through these lenses, the research appraises the “successes” and “failures” of terrorists' engagement in crime. Because “failures” can result from law enforcement efforts to (1) interrupt criminal skill development, and/or (2) remove criminal opportunities via technologies and transportation systems, the research represents a best practices approach to the study and control of terrorism. This project was supported by Grant No. 2003-DT-CX-0002 awarded by the National Institute of Justice, Office of Justice Programs, U.S. Department of Justice. Points of view in this document are those of the author and do not necessarily represent the official position or policies of the U.S. Department of Justice.     

Knocking at the wrong door: insured workers' inadequate psychiatric care and workers' compensation claims

ObjectiveTo describe the prevalence of inadequately evaluated and treated psychopathology among insured workers making workers' compensation claims for psychiatric disability whose cases were reviewed by one forensic psychiatrist. To assess the relationship of inadequate evaluation and treatment to the outcomes of these workers' compensation claims.MethodsRecords of a series of 185 workers' compensation cases reviewed in 1998 and 1999 by a California forensic psychiatrist were abstracted. Patient factors (gender, Axis II pathology, psychosocial circumstances, substance abuse), case factors (psychiatric injury secondary to physical injury, or secondary to psychological stresses), type of provider (mental health, or other), adequacy of evaluation and treatment, forensic psychiatrist's recommendation, and claim outcome were categorized. The relationships between case characteristics, adequacy of care, and claim outcome were described.Results22% of cases had adequate evaluation, 48% superficial, and 30% had no evaluation. 11% had adequate treatment, 67% superficial, and 22% had no treatment. Compared to claims for psychiatric disability related to a physical injury, claims related to psychosocial stresses more often had superficial diagnostic evaluations and treatments. Those with superficial treatment were less likely to have their claim granted (19.3%) than those with no treatment (47.5%) or those with adequate treatment (36.8%). Success of claim was not related to provider type.ConclusionsThe majority of the studied workers with employer-provided health insurance who sought workers' compensation for disability due to mental illness did so inappropriately, in that the workplace did not cause the psychopathology. Their seeking workers' compensation was plausibly due to the observed inadequate evaluation and treatment available through their employer-provided health insurance. The adequacy of their care influenced the likelihood their claim would be granted. The relations observed here merit further research to establish their generality and to determine their causes.     

Endgame? Sports Events as Symbolic Targets in Lone Wolf Terrorism

This article explores how terrorists acting alone or in small groups have used sports events as symbolic targets in their performance of terrorism. Drawing on a comparative analysis of the attacks on the 1996 Atlanta Olympic Games and the 2013 Boston Marathon, it is argued that terrorist target selection of major sports events should be understood in relation to the grievances and desires of the perpetrators. The article finds that rather than being the primary target of their attacks, sports events are among a broader range of densely crowded spaces that terrorist actors may seek to target as part of their violent struggle against their adversaries. The findings are contextualized in relation to broader patterns and trends in lone wolf terrorism, including the significance of a copycat phenomenon and inspiration effect.     

Self- and Peer-Identified Victims in Late Childhood: Differences in Perceptions of the School Ecology

Patterns of adjustment for youth victimized by peers vary depending on whether youth are identified as victims through self-reports, peer-reports, or both. In order to provide more targeted strategies that may help mitigate negative consequences associated with specific victimization groups, more information is needed about how these youth perceive their school ecology (bullying and academic ecology), their feelings of school belonging, and their valuing of school. Based on the convergence of self- and peer-reports of victimization, we identified four victim groups from a sample of students in 5th grade classrooms (N?=?1360; 52.8% girls, 53.1% White, 34.6% Black or Hispanic, 12.2% Native American, Asian, or other) using Latent Profile Analysis (LPA): convergent victims (high self- and peer-reports), self-identified victims (high self-, low peer-reports), peer-identified victims (low self-, high peer-reports), and nonvictims (low self- and peer-reports). Convergent victims’ perceptions were similar to nonvictims with key differences being convergent victims’ greater willingness to protect peers being bullied but lower feelings of school belonging compared to nonvictims. Peer-identified and self-identified victims perceived differences in the bullying and academic ecology including peer-identified victims’ greater willingness to protect peers and expectations for more peers to encourage bulling against them compared to self-identified victims. However, both peer- and self-identified victims perceived greater emotional risk of participating in class and had lower feelings of school belonging compared to nonvictims. Implications for supporting youth with divergent self- and peer-reported victimization status as they transition to middle school are discussed.