Consequences of Forced Residential Relocation: Early Impacts of Urban Renewal Strategies on Forced Relocatees’ Housing Opportunities and Socioeconomic Outcomes

Policymakers have actively pursued urban renewal and dispersal programs to deconcentrate poverty in urban neighborhoods. Relocation strategies lead to new housing opportunities and may encourage employment opportunities for relocated residents if resourceful contacts and job information become more easily available after the move. This study provides an innovative evaluation of the early impacts of involuntary relocation programs in the Netherlands on the housing careers, earnings and employment rates of forced relocatees. It establishes a quasi-experimental design by employing unique longitudinal individual-level population registry data from Statistics Netherlands: forced relocatees are tracked and matched to a control group consisting of similar residents that were not forced to move. A difference-in-difference design shows that forced relocatees are living in less deprived neighborhoods after the move. However, we find no conclusive evidence that this upgrade in housing leads to more socioeconomic opportunities for the forced relocatees.     

The Anatomy of Retention in the U.S. Federal Government: Exit,Voice, or Money?

Employee turnover—due to retirement, moving from one work unit to another, or leaving an organization entirely—imposes considerable costs on organizations. While private organizations make use of several high-powered incentives to retain workers, public organizations typically lack comparable incentives. Fortunately, public employees frequently possess stronger intrinsic motives to stay. Our results indicate that employee voice is an especially useful tool in the U.S. federal government. Evidence is also consistent with a substantial “contagion” effect: when others in an agency seek to leave, individual employees in that agency are more likely to report turnover intentions than similar employees in agencies with more “stayers.”     

From Active Learning to Taking Action: Incorporating Political Context Into Project-Based,Interdisciplinary, International Service Learning Courses

Educational approaches that enable students to actively and directly participate in “real-world” projects are increasingly recognized as valuable pedagogical tools and, as such, being incorporated into university curriculums worldwide. Though not traditionally associated with political science courses, project-based international service learning presents a tremendous opportunity to bring classroom concepts and theories to life, provide an active approach to addressing international challenges, and assist students in the development of the hands-on, problem-solving, team-based, critical-thinking skills that are increasingly important to employers across all sectors. This article seeks to encourage political science faculty to incorporate international service learning—and/or project-based approaches—into their educational offerings. Through examination of the course Global Synthesis in Liberal Arts and Engineering Studies at California Polytechnic State University, we have identified multiple factors that can help promote successful execution of project-based international service learning as a pedagogical tool, and provide additional suggestions for faculty interested in adopting specific aspects of these educational approaches, and/or in doing so closer to home.     

Limits of regulatory responsiveness: Democratic credentials of responsive regulation

Responsiveness and accountability constitute the process of democratic representation, reinforcing each other. Responsiveness asks elected representatives to adopt policies ex ante preferred by citizens, while accountability consists of the people's ex post sanctioning of the representatives based on policy outcomes. However, the regulatory literature tends to interpret responsiveness narrowly between a regulator and regulatees: the regulator is responsive to regulatees’ compliance without considering broader public needs and preferences. Democratic regulatory responsiveness requires that the regulator should be responsive to the people, not just regulatees. We address this theoretical gap by pointing out the perils of regulatory capture and advancing John Braithwaite's idea of tripartism as a remedy. We draw out two conditions of democratic regulatory responsiveness from Philip Selznick – comprehensiveness and proactiveness. We then propose overlapping networked responsiveness based on indirect reciprocity among various stakeholders. This mechanism is the key to connecting regulatory responsiveness with accountability.     

Ten years after: revisiting the determinants of the adoption of municipal corporations for local service delivery

Research on the use of municipal corporations to deliver local and regional public services has evolved significantly in the past decade. Most of this work addresses the performance of this service-delivery mode in relation to local bureaucracies. However, much less is known about the drivers for the adoption of municipal corporations in the first place. This article reviews the main determinants of adoption – service characteristics, institutional and regulatory settings, political constraints and financial conditions – and highlights the need for comparative research across countries.     

Reciprocal Relationships between Teacher Ratings of Internalizing and Externalizing Behaviors in Adolescents with Different Levels of Cognitive Abilities

Are internalizing and externalizing behavior problems interrelated via mutually reinforcing relationships (with each behavior leading to increases over time in levels of the other behavior) or mutually suppressing relationships (with each behavior leading to decreases over time in levels of the other behavior)? Past research on the directionality of these relationships has led to ambiguous results, particularly in adolescence. Furthermore, the extent to which prior results will generalize to adolescents with low levels of cognitive abilities remains unknown. This second limit is particularly important, given that these adolescents are known to present higher levels of externalizing and internalizing behaviors than their peers with average-to-high levels of cognitive abilities, and that the mechanisms involved in the reciprocal relationships between these two types of behaviors may differ across both populations. This study examines the directionality of the longitudinal relationships between externalizing and internalizing behavior problems as rated by teachers across three measurement waves (corresponding to Grades 8–10) in matched samples of 138 adolescents (34.78?% girls) with low levels of cognitive abilities and 556 adolescents (44.88?% girls) with average-to-high levels of cognitive abilities. The results showed that the measurement structure was fully equivalent across time periods and groups of adolescents, revealing high levels of developmental stability in both types of problems, and moderately high levels of cross-sectional associations. Levels of both internalizing and externalizing behaviors were higher among adolescents with low levels of cognitive abilities relative to those with average-to-high levels of cognitive abilities. Finally, the predictive analyses revealed negative reciprocal longitudinal relationships (i.e., mutually suppressing relationships) between externalizing and internalizing problems, a result that was replicated within samples of adolescents with low, and average-to-high levels of cognitive ability.     

Narrating Indigenous Boundaries: Postcolonial and Decolonial Storytelling in Northern Minnesota

This article examines two narrative case studies, one biography and one traditional indigenous story, as they inform the dynamics of community, politics, and nationhood for Anishinaabe indigenous people in northern Minnesota. The narratives both provide power and legitimacy to Anishinaabe national identity but inform different political projects of decolonial and postcolonial nationalism, respectively, complicating both settler and indigenous attempts to define indigenous nationhood in a way that is fixed and static. This finding is used to critique the dominant nation-state centric notions of nationhood and to propose alternative modes of understanding nationhood in the context of indigenous politics.     

“Vivimos en Jaula de Oro”: The Impact of State-Level Legislation on Immigrant Latino Families

This study sought to learn from Latino immigrant parents which and how state-level immigration policies impact their families. Fifty-four Latino immigrant parents participated in interviews. Constructivist grounded theory methods were used to complete the analysis. Results indicate that fear of detainment, deportation, and family separation affects participants emotionally and behaviorally. Participants experience exploitive practices in the workplace and through traffic infractions. Social support networks are constantly changing and weakened when families relocate in search of immigrant friendly communities. Simultaneously, parents develop strategies to protect their families against stringent immigration enforcement. Implications for practice, policy, and research are discussed.