Examining Youth and Program Predictors of Engagement in Out-of-School Time Programs

Prior research suggests that youths’ engagement in out-of-school time programs may be a crucial factor linking program participation to positive outcomes during adolescence. Guided by the theoretical concept of flow and by stage-environment fit theory, the present study explored correlates of engagement in youth programs. Engagement was conceptualized as the extent to which youth found the program activities enjoyable, interesting, and challenging. The current study examined how program content, monetary incentives, and youth demographic characteristics were linked to youth engagement among a sample of primarily low-income middle and high school youth attending 30 out-of-school programs (n = 435, 51 % female). Results from multilevel models suggested that program content and staff quality were strongly associated with youth engagement. Youth who reported learning new skills, learning about college, and learning about jobs through activities in the program were more engaged, as were youth who found the staff caring and competent. Results demonstrated that the link between learning content for the future and engagement was stronger for older youth than younger youth. In addition, there was a trend suggesting that providing a monetary incentive was associated negatively with youth engagement. Taken as a whole, these findings have important implications for researchers, practitioners, and policymakers interested in understanding the characteristics of out-of-school time programs that engage older youth.     

Dominant Party Strategy and Democratization

How do incumbent parties strategize against challengers when a new partisan cleavage cuts across the incumbent's electoral coalition? This article argues that a two‐dimensional extension of Riker's anticoordination thesis conflicts with Downsian extensions. It shows that when voters coordinate on a single challenger based on their shared preference on a cross‐cutting cleavage, a vote‐maximizing incumbent party should move away from the challenger on the primary dimension of competition, even at the risk of abandoning the center. The article develops this hypothesis with reference to dominant parties in competitive authoritarian regimes where challenger parties constantly attempt “heresthetical” moves by mobilizing regime issues into the partisan debate, and it tests the predictions with an original sample survey of national leaders of Mexico's Revolutionary Institutional Party (PRI). It also spells out the implications of the findings for dominant party survivability in democratic transitions and, more broadly, for incumbents' spatial strategies in the face of new partisan cleavages.     

Plaintiff injury and defendant reprehensibility: Implications for compensatory and punitive damage awards

A criticism of the civil jury is that jurors' decisions about damages are capricious and arbitrary. In particular, critics point to the skyrocketing nature of punitive damage assessments as evidence of a system run amok. The purpose of this study was to examine the factors that influence jurors' decisions about compensatory and punitive awards. We assess whether, as the law intends, jurors' decisions about compensation are influenced by the severity of the plaintiff's injury but not by the reprehensibility of the defendant's conduct, and whether assessments of punitive damages are related to the defendant's conduct but not to the plaintiff's injury. Across three cases, mock jurors generally utilized relevant information and ignored irrelevant factors in their decisions about damages. Results are discussed in terms of the extent to which juror decision making comports with legal doctrine.     

Evaluation of a sexual abuse prevention program for preschoolers

Many sexual abuse prevention programs have no research basis to support their claims of effectiveness. The Sexual Abuse Prevention Program for Preschoolers (SAPPP) was developed by modifying a popular prevention program to include behavioral training and rehearsal, and evaluation components. Children were taught to identify different types of touch, to say “no,” and to “tell others.” Each of the six SAPPP lessons included a topic introduction, stories related to the topic, target behavior rehearsal: This was followed by class discussion. Four university preschool children, three females and one male, between the ages of 3 and 4 participated in the program. All of the children showed improvement from pretest to post-test. The improved post-test scores were the result of correct verbal responses. Correct behavior demonstration responses did not increase for any child. A successful child sexual abuse prevention program should train children to demonstrate appropriate preventive behaviors. Suggestions for improving preventive behavior skills demonstrations and increasing the number of children in future research are discussed.