The role of young adolescents' perception in understanding the severity of exposure to community violence and PTSD

This study seeks to (a) identify and measure the lifetime exposure to community violence of 137 African American and Latino middle school students from a low income neighborhood and apply numerical weights to each violent event; (b) examine the relationship between the objective severity of child self reported violence exposure and the child's subjective perception of the most bothersome event; and (c) examine the relationship between child's exposure and posttraumatic stress disorder (PTSD). Results highlight that students' designation of their most bothersome exposure to community violence did not correspond to the most severe violent event they experienced. Regression analyses reveal the weight of the most severe event explains a larger percentage of the variance in PTSD compared with the relationship to victim, level of exposure, weight of the most bothersome exposure, and cumulative weight of all exposure. This study underscores the importance of assessing a child's perception of violent events.     

Agricultural pesticide abuse in Texas: A case study in the mobilization of law

This article focuses on why and how law was mobilized to regulate agricultural pesticide abuse in Texas during the 1980s. Pesticide abuse is defined as a significant, violent corporate crime worthy of additional analysis. The dynamic forces leading to development of reactive and proactive mobilization efforts are examined. Black’s propositions that proactive law becomes the major form of mobilization in regard to generalized social needs, in conflict situations, and in protection of society’s lower strata are confirmed. Restraints and limits on legal mobilization are discussed.     

Stereotypes of social isolation and early burnout in the gifted: Do they still exist?

At the turn of the century, two common stereotypes of genius were that precocity was associated with social failure and that precocity bred early burnout. Later research on the gifted has refuted these stereotypes. The two studies in this paper investigate whether the stereotypes have changed in light of this new knowledge. In the first study, 66 male and 61 female colege students rated gifted, able, and average males and females. In the second study, 60 male and 59 female college students rated males and females with various extreme levels of precocity. In both studies, the stimulus persons were rated as high schoolers and as adults. Results indicate that the perception of the gifted, especially females, as encountering serious social problems is still prevalent. The illusion of burnout, however, has been replaced with an illusion of unqualified success.Major reseach interests include person perception and close relationships.     

“What Guarantees Do We Have?” Legal Tolls and Persistent Impunity for Feminicide in Guatemala

Guatemala has one of the highest levels of killings of women and impunity for violence against women in the world. Despite laws created to protect women, Guatemala, like other countries, generally fails at implementation. This article examines justice system obstacles in contemporary Guatemala to processing cases of feminicide—killings of women because they are women in a context of impunity—comparing two recent feminicide cases. It argues that the sociopolitical context in Guatemala, including structural violence, widespread poverty, inequality, corruption, and normalization of gender violence against women, generates penalties, or “legal tolls,” that are imposed on victims' families and contribute to impunity through undermining victims' attempts to navigate the justice system. The analysis focuses on the tolls of fear and time: the need to overcome fear of retaliation and the extraordinary time and effort it takes to do so in a corrupt and broken system.     

Distributive Justice Antecedents of Race and Gender Disparities in First-Year College Performance

Public education is a sphere of society in which distributive justice with respect to the allocation of opportunities to learn can have profound and lasting effects on students’ educational outcomes. We frame our study in the distributive justice literature, and define just outcomes specifically from a meritocratic and strict egalitarian perspectives in order to investigate how assignment to academic tracks and the availability of opportunities to learn during high school are associated with students’ academic achievement during college. We examine the role of “just” placement into high school academic tracks, “just” access to high-quality teachers, and “just” assignment of secondary schools’ resources in high school, in relation to college freshmen’s grade point averages (GPA). We utilize longitudinal data from a unique dataset with over 15,000 students who spent their academic careers in North Carolina public secondary schools and then attended North Carolina public universities. Our results suggest that “unjust” assignment of students to certain high schools, access to high-quality teachers, and assignment to learn in specific academic tracks result in long-lasting consequences that are reflected in freshman college GPA. Importantly, findings also show that the direction and magnitude of the relationship between distributional injustice at schools and college performance is moderated by students’ own gender and race. Race and gender interact with the high schools’ institutional contexts operationalized by tracking practices, teacher quality, and by school racial and socioeconomic composition. Results show that similar settings do not affect all students in the same ways.     

How Coordinated Capitalism Adapts to the Knowledge Economy: Different Upskilling Strategies in Germany and Switzerland

The rise of the knowledge economy challenges coordinated models of capitalism by requiring their skill formation systems to produce a workforce with higher skills. This paper examines how coordinated capitalism adapts to upskilling pressures by jointly studying general education and vocational education and training (VET) at both upper-secondary and tertiary levels. Employing a comparative research design covering German and Swiss upskilling efforts over the past 50 years, we observe important differences. Switzerland, with influential small firms and weak union presence, focuses on keeping VET an attractive option at upper-secondary level by favoring VET graduates' access to tertiary education. By contrast, Germany, marked by large firm dominance and influential unions, concentrates on expanding general education throughout and adding vocational elements later. Our analysis suggests that firms' reform preferences are conditioned by their size and political constraints to reform.