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.     

Elusive Women Authors in Norwegian Nineteenth-Century Reading Societies

Abstract

Which women authors were read at the ebb of the nineteenth century and around the start of the twentieth? Research on historical readership groups reveals a strikingly different picture from the one transmitted through literary histories and textbooks. Empirical data from the catalogues of Norwegian reading societies from this period form the basis of the proposed conclusions. From a feminist, scholarly point of view, it is doubly interesting to investigate the fate of female authors among female readers; hence, the main emphasis is on the book collection of the women’s reading society based in Oslo from 1874. The collections of other societies, whether male or open to both sexes, are consulted for comparison. Although the material is Norwegian, the results turn out to be comparable to those seen in other countries, not least Finland. The data presented here serve to modify the received canon of European literary history, and to invite future revisions in the reception of female authorship and of women’s place in world literature.     

The Future of Leadership in Public Universities: Is Shared Leadership the Answer?

Leadership of public universities has come under fire—from scandals, from funding, from students, from every direction. Top‐down leadership of institutions of higher education has been described as a “disease.” Shared governance—a mechanism of faculty representation in the leadership and decision‐making processes—a seeming alternative, has been described as “a recipe for paralysis.” In this article, the authors proffer shared leadership as a potential elixir for leading public institutions of higher learning, unleashing creative potential, focusing on pressing strategic imperatives, and enabling sustainable systems that leverage true talent to maximum effect. It is time to move beyond the moribund myth of top‐down heroic leadership and beyond the bureaucratic, political quagmire of the current state of affairs in shared governance. Is shared leadership the answer?      

INSTITUTIONAL LAYERING IN GOVERNING HEALTHCARE QUALITY

Since the 1980s, regulated markets and New Public Management have been introduced in the public sector across the world. How they have affected existing governance mechanisms such as self‐regulation and state regulation has remained largely unexplored, however. This article examines the origins and consequences of institutional layering in governing healthcare quality. Dutch health care, where a market‐based system has been introduced, is used as a case study. The results show that this market‐based system did not replace but modified existing institutional arrangements. As a result, hospitals have to deal with the fragmentation of quality demands. Using the concept of institutional layering, this study shows how different arrangements interact. As a consequence, the introduction of a certain policy reform will work out differently in different countries and policy sectors. Our ‘archaeological’ study in this layering can be seen as an example of how such incremental change can be studied in detail.     

Grrl explorers of the World Wild Web

Scholars in feminist rhetorical theory and linguistics have documented ways in which online environments reinstate patriarchal forms of control, leading to the continued online victimization of women. In this article, young women's resistance to a narrative of victimization is seen through the lenses of a feminist reconstructionist perspective and a gender diversity perspective (Foss, Foss and Griffin 1997 Foss Sonja Griffin Cindy Foss Karen. 1997 Transforming rhetoric through feminist reconstruction: A response to the gender diversity perspective. Women's Studies in Communication, 20 117 35  [Google Scholar]; Condit 1997 Condit Celeste M. 1997 In praise of eloquent diversity: Gender and rhetoric as public persuasion. Women's Studies in Communication, 20 91 116  [Google Scholar]). The author finds that grrls are best understood within a gender diversity perspective on rhetoric (Condit 1997 Condit Celeste M. 1997 In praise of eloquent diversity: Gender and rhetoric as public persuasion. Women's Studies in Communication, 20 91 116  [Google Scholar]; Butler 1990 Butler Judith. 1990 Gender Trouble. Feminism and the Subversion of Identity. 1st ed. New York Routledge [Google Scholar], 1997 Butler Judith. 1997 Excitable Speech: A Politics of the Performative. New York Routledge [Google Scholar]). Grrls appropriate the frontier metaphor and engender masculine talk to communicate resistance and change. The author concludes that the rhetoric of young women broadens the scope of feminist rhetorical criticism and calls for a re‐visioning of feminist rhetoric.