Conferencing in aboriginal communities in Canada: Finding middle ground in criminal justice?

This essay was written while the author was a Visiting Fellow, Law Program, Research School of Social Science, Australian National University, Canberra, Australia. The outline for this essay was first presented at a seminar convened jointly by the Law Program and the Centre for Aboriginal Economic Policy Research, Australian National University, March 22, 1995.     

Barriers to services for rural and urban survivors of rape

A significant proportion of survivors of rape do not utilize formal services to cope with the aftermath of rape. Understanding victimization experiences in environments that differ on resources, such as rural versus urban areas, may be an important dimension to consider in understanding barriers. Thirty women (18 rural and 12 urban) were recruited from rape crisis centers to participate in focus groups. Study results suggest that (a) survivors of rape experience many barriers to service utilization, (b) there were some differences in barriers to service utilization that were mentioned only in rural areas and some that were mentioned only in urban areas that may suggest that community context is important to consider in understanding barriers to service use, and (c) barriers to health and mental health services overlap with barriers to criminal justice system services.     

What's in a Sector? The Shifting Career Plans of Public Policy Students

Recent decades have seen a trend in which public policy graduates shun government and enter private-sector employment. In part, the shift reflects changing sectoral opportunities, but its magnitude and consistency are puzzling—even troubling—in light of the need for public-sector talent. Data from a two-year series of surveys and interviews with policy students reveal that many begin their training with uncertain career goals and ambivalence about public-sector work. Interest in government declines from entry to graduation, and it appears that the policy curriculum—heavy on analytic methods and conveying cautions about policy making—does little to promote a public-sector orientation. Those planning to enter government are strongly motivated by a desire to have an impact, whereas those drawn to the private sector seek financial resources and professional development. Many anticipate fluid careers and choose positions expected to offer growth, a feature more commonly associated with private than public jobs.     

Theories of Political Literacy

This paper tests cognitive mobilization, structural role, and traditional socialization agent theories of political literacy, conceptualized as the potential for informed political participation. Political literacy cannot be measured directly, but we presume that if people are politically literate, they understand party differences and know basic political concepts and facts. Other names for this concept include political expertise, political awareness, and civic competence. Using Jennings and Niemi's youth-parent panel socialization data, we conclude that cognitive mobilization has the largest effect on political literacy, followed fairly closely by structural roles. Socialization agents have a very minor effect. This conclusion partly supports prevailing cognitive mobilization explanations of this concept. However, self-selection causes much of the relationship between political literacy and education, making education's cognitive mobilization potential far smaller than most political scientists assumed. Political involvement and ability are the main sources of cognitive mobilization instead, and education's spurious cross-sectional effect primarily reflects structural roles.     

Shattered expectations: Public responses to “out-of-character” presidential actions

Six alternative hypotheses about public responses to out-of-character presidential actions were tested in an experiment that manipulated both the president's preexisting policy position (a hawkish or a dovish stance in international affairs) and the nature of his action in an international crisis (hawkish versus dovish). In addition, subjects themselves were classified as hawks or doves. Approval of the president and of his response to the crisis was a complex function of the policy views of the subject and the consistency of the president's action with his past record. Doves supported presidents and actions that were compatible with their own dovish leanings but resented a dovish president who behaved hawkishly, generally confirming the view that similarity breeds attraction. By contrast, hawks were willing to tolerate dovish behavior if it was undertaken by a hawk, supporting the expectation that out-of-character actions are uniquely capable of disarming would-be opponents. For neither hawkish nor dovish presidents were these findings consistent with the waffling interpretation, which holds that inconsistency per se is downgraded. Compared to presidents whose actions were consistent with their previous beliefs, out-of-character presidents were preceived as more changeable, in both positive and negative senses; were believed to have disliked doing what they had done; and were judged to have been relatively uninfluenced by internal causes.     

Environmental Commitment among the States: Integrating Alternative Approaches to State Environmental Policy

This article examines variation in state commitment to protectingthe natural environment. We contribute to theoretical and empiricalresearch in this area in two primary ways. First, our dependentvariable consists of a general measure of state commitment tothe environment. Second, we develop a causal model that integratessix major explanatory approaches to state environmental policy.Our results show that stales with liberal public opinion, strongenvironmental interest groups, liberal legislatures, and professionalizedlegislatures are the most committed to environmental protection.States' manufacturing interests and economic resources playa relatively minor role, and slates' environmental conditionsand the influence of the federal government play virtually norole in explaining variation in general state commitment toenvironmental protection.     

Teenage pregnancy and neonatal behavior: Effects in Puerto Rico and Florida

The purpose of this study was to examine the relationship between neonatal behavior and prenatal and perinatal risk factors in infants of teenage and older mothers in Puerto Rico and Mainland United States. The sample included approximately 300 newborn infants;half were examined in Puerto Rico, the other half in Florida, using the Brazelton Neonatal Behavioral Assessment Scale. Comparisons by maternal age and the number of obstetrical complications showed that for the Puerto Rican group, infants with fewer obstetrical complications were better able to regulate their crying and active states. Infants of teenage mothers with fewer complications had a higher level of arousal than infants of older mothers with fewer complications. Infant behavior in the Mainland sample did not vary by maternal age or complications. Multiple regression analysis indicated that the combination of biomedical variables significantly predicted neonatal behavior in both cultures. Mother's age was not separately correlated with neonatal behavior, but was repeatedly combined with other variables in the significant regressions. The findings suggest that infants of teenage mothers may differ from infants of older mothers, particularly in the organization of state behavior, and that the effects of maternal age on neonatal behavior are increased in the presence of biological outcome factors.This article is based on a final report to the NICHD Center for Population Research, Contract N01-HD-7283.Received Ph.D. from Michigan State University. Main research interests are determinants of neonatal and infant development, assessment of preterm and at risk infant.Received Ph.D. from Harvard University. Main research interests are sociocultural aspects of development, teenage pregnancy, infant temperament and psychophysiology.Received M.A. from University of Florida. Main research interests are prenatal and prenatal factors on development, maternal obstetric medication, and behavioral teratology.     

The transition to junior high school: Beliefs of pre- and posttransition teachers

The beliefs of 107 teachers who students have for mathematics the last year of elementary school are compared to the beliefs of 64 teachers the same students have for mathematics the first year of junior high school. As hypothesized, posttransition teachers trust students less, believe more strongly in controlling and disciplining students, and have a weaker sense of teaching efficacy than do pretransition teachers. There are no significant differences in beliefs about the nature of ability as a fixed trait. It is suggested that societal stereotypes about early adolescents may flourish in school settings that are exclusively for that age group, so that teachers believe these students are unlikely to make much academic progress and must be controlled.This research was made possible by grants from the National Institute of Mental Health (MH31724) to Jacquelynne S. Eccles, the National Institute of Child Health and Human Development (HD17296) to Jacquelynne S. Eccles, and the National Science Foundation (BNS-8510504) to Jacquelynne S. Eccles and Allan Wigfield.Received Ph.D. in Education from the University of Michigan. Research interests are adolescent development, middle years education, teacher beliefs, and classroom processes.Received M.A. in Education from the University of Michigan. Research interests are adolescent development, classroom environments, and supporting beginning teachers.Received Ph.D. in Psychology from the University of California at Los Angeles. Research interests are development of self-concept, subjective task value, interests, and activity preferences, especially during early and middle adolescence. Also investigating the impact of school and family experiences on these constructs.     

Mediation as Parallel Seminars: Lessons from the Student Takeover of Columbia University's Hamilton Hall

The author and a colleague served as co-mediators of the 1996 student takeover of a Columbia University building. The building takeover was the culmination of a year-long debate at Columbia over the inclusion of Ethnic Studies in the curriculum. The student protestors and university administration agreed to a settlement folllowing four days of mediation. Among the lessons learned in this case, the author cites: mediation is a process that generally involves a series of parallel seminars involving the parties and their constituents that takes place throughout the process; trust building isa task of singular importance for the mediator; a mediator sometimes may have a personal stake in the outcome that pushes the process toward settlement; it is crucial to consider the role of the media, particularly in high-profile cases; and food (or the lack of it) often affects the performance of the mediation participants.