Misinterpreting Danger? Stereotype Threat,Pre-attack Indicators,and Police-Citizen Interactions

This paper compares police trainings and materials on pre-attack indicators in police-citizen interactions with similar behavioral indicators of stereotype threat, which is not necessarily a sign of danger. Stereotype threat is a social identity threat in which individuals feel that they may be judged or treated negatively based on a social group stereotype (Steele 1997). This psychological threat can increase the target’s anxiety, physiological arousal, and decrease cognitive capacity. We hypothesize that symptoms of stereotype threat might be similar to pre-attack indicators being taught to police in the USA, which can lead police to potentially misinterpret a citizen’s actions. Using a deductive content analysis, three coders analyzed a sample of pre-attack indicator police trainings for three indicators of stereotype threat: anxiety, arousal, and reduced cognitive capacity. Results found significant overlap between danger indicators taught in trainings and stereotype threat indicators. All 15 identified trainings contained at least one of the three indicators of stereotype threat, and 13 contained at least two indicators. None of the trainings discussed stereotype threat. We argue that stereotype threat should be taught in addition to relevant indicators of danger in trainings, lest officers misinterpret citizens’ stereotype threat-related behaviors solely as manifestations of imminent danger.     

Public-Sector Reform: Employment Security and Quality of Decision Making in the Australian Taxation Office

This article examines the impact of structural reforms and industrial relations changes on the employment security and decision behaviors of middle-level managers in the Australian Taxation Office (ATO). This article is based on an empirical study using focus group and survey data that investigated how structural change and public-sector reforms substantially altered the employment environment. This research reveals that the ATO environment can be characterized by low morale, risk aversion, fear, and distrust brought about, in part, by employment insecurity. Where middle managers perceived organizational threats to their employment security, they engaged in self-protective “survivor” behaviors even when no such threats to their employment security existed. The article concludes that a substantial number of middle-level managers, survivors of years of restructuring, downsizing, and organizational change, were unlikely to display high-quality decision-making behaviors.     

The Social Outcomes of Education and Feedbacks on Growth in Africa

Most of the effects of education included in the complete model presented here are shown to be consistent with those found in the mainstream of the research on each outcome using microeconomic data. This, however, is a first effort to estimate net education effects more comprehensively, beyond just growth and health effects on other key measures of development in Africa, and also a new view of indirect feedbacks on economic growth and of externalities. After developing the conceptual framework, the regression estimates are presented together with a discussion of the net direct and indirect effects of education on each outcome. These are shown to improve infant mortality, increase longevity, strengthen civic institutions and democratisation, increase political stability, and increase investment in physical capital, which in turn have positive delayed feedback effects on the economic growth process. The effects also lower fertility rates and population growth rates but the latter occurs only after long delays because of the short-term positive effects of education on health. There are significant net education effects reducing poverty, inequality and crime, the latter after netting out negative externalities from growth and white-collar crime. Education effects reducing poverty and substituting skills for extractive exports also contribute to environmental sustainability. Simulations solve the complete model endogenously and iteratively over time for all of the direct and indirect (largely externality) effects. They reveal that indirect feedback effects including those on non-market outcomes are larger than the direct effects. Some effects are immediate, but many of the lags are long. So policy options for a continent in crisis that consider these lags are considered.     

Policy Change and Industry Associability: The Australian Mining Sector

In this paper we use evidence from the recent trajectories of mining industry associations in the Australian federation to argue for the significance of institutional explanations for the formation and maintenance of interest groups. We argue that the recent lack of consultation by the Commonwealth government with the Minerals Council of Australia over resources rent taxation proposals reflected a weakness that resulted from the shifting basis of associability stemming from institutional changes.     

Simulating commercial policy in a small,open dual economy with urban unemployment: A general equilibrium approach

A two‐sector numerical general equilibrium model calibrated on Kenyan data is used to consider second‐best tariff policy in an economy with a distorted market for urban‐industrial labour and urban unemployment. The results illustrate the sensitivity of second‐best policy to the way the administered urban wage is determined (whether it is fixed primarily in terms of food or the manufactured good), and to the degree of inter‐sectoral mobility of capital. Efficiency gains from moving to a second‐best policy are shown to be small in comparison with the gains from eliminating the wage distortion in the first place.     

Two Ecological Models of Academic Achievement Among Diverse Students With and Without Disabilities in Transition

School experiences can have positive effects on student academic achievement, yet less is known about intermediary processes that contribute to these positive effects. We examined pathways between school experiences and academic achievement among 117 low-income urban students of color, many with disabilities, who transitioned to other schools following a school closure. Using structural equation modeling, we tested two ecological models that examined the relationships among self-reported school experiences, school support, academic self-efficacy, and school-reported academic achievement. The model in which the relationship between school experiences and academic achievement is mediated by both school support and academic self-efficacy, and that takes previous academic achievement into account, was an excellent fit with the data. The roles of contextual and individual factors as they relate to academic achievement, and the implications of these findings, are discussed.     

Student–Teacher Relationships Matter for School Inclusion: School Belonging,Disability, and School Transitions

For students with disabilities, the process of school inclusion often begins with a move from segregated settings into general education classrooms. School transitions can be stressful as students adjust to a new environment. This study examines the adjustment of 133 students with and without disabilities who moved from a school that served primarily students with disabilities into 23 public schools in a large urban school district in the Midwest. These students and 111 of their teachers and other school staff rated the degree that students felt they belonged in their new schools and the quality of their social interactions. Results show that students who experienced more positive and fewer negative social interactions with school staff had higher school belonging. Teachers accurately noted whether students felt they belonged in their new settings, but were not consistently able to identify student perceptions of negative social interactions with staff. Implications for inclusion and improving our educational system are explored.     

Two views of women and the bush

Kay Schaffer, Women and the Bush: Forces of Desire in the Australian Cultural Tradition, Cambridge University Press, Cambridge, 1988.     

Reflections on the NGO forum on women '95

Abstract

The approximately 30,000 participants in the Nongovernmental Organization (NGO) Forum on Women ‘95 did more than simply give voice and attention to often invisible and silenced women's issues. They journeyed to the forum from over 185 countries to Huairou, a resort town forty kilometers outside of Beijing, the People's Republic of China, to network, exchange information, and devise innovative and determined implementation of solutions to the world's most pressing problems. The NGO forum inspired commitment to action in many forms: renewing and forging solidarity on issues and strategies, lobbying government delegates during the overlapping (4–15 September 1995) official U.N. Fourth World Conference on Women in Beijing, and sustaining and expanding day-to-day work in communities after participants returned home.