Long-Term Risks and Possible Benefits Associated with Late Adolescent Romantic Relationship Quality

Adolescent romantic relationships have the potential to affect psychological functioning well into adulthood. This study assessed adolescent romantic relationship qualities as long-term predictors of psychological functioning utilizing a longitudinal multi-method, multi-informant study of 80 participants (59% female; 54% Caucasian, 35% African American, 11% mixed or other race) assessed at age 17 along with their romantic partners and at ages 25–27. Controlling for gender, family income, and baseline mental health, partner-reported hostile conflict at age 17 predicted relative increases in internalizing behaviors from age 17 to 27. In contrast, observed teen support with their partner during a help-seeking task at age 17 predicted relative decreases in externalizing behaviors over time. The results are interpreted as suggesting qualities that may help determine whether adolescent romances have positive vs. negative long-term psychological health implications.     

A ‘society … divisible into the blessed and the unblessed’: Michael Young and Meritocracy in Postwar Britain

‘Meritocracy’ continues to unfold as both core conceptual framework and political ideal of the language of social mobility. In recent decades, politicians of various hues have declared it a sine qua non of the so-called ‘classless society’. The longer trajectory of postwar discourses of equality reveal a more chequered conceptual past. Its origins in the forums of revisionist social democracy of the 1950s, and subsequently popularised in the writings of social democratic polymath, Michael Young, are much more circumspect. The article considers pivotal contributions and developments of this conceptual history and trajectory. It considers the origins and emergence of meritocracy as a dimension of discourses of equality in the 1950s, and the formative contribution of Michael Young, reaction and responses on the left to his 1958 seminal work, The Rise of the Meritocracy, and the subsequent ‘meritocratic turn’. In spite of its satirical origins and warnings of dire social consequences, meritocracy presently enjoys a confirmatory position as a concept of opportunity and social mobility, as an embedded ideal of social organisation and means of allocating differential rewards.     

How the West was Won: A Deconstruction of Politicised Colonial Engineering

History has taught us that the Global North's attempts to ‘civilise' the rest of the world's population, both now and in colonial times, have been fraught with difficulty. This paper argues that this difficulty is mainly owing to the political standpoint and positioning of our perceived engineering and technical superiority. A failure to recognise this viewpoint and to change the way in which we work together—in a global sense—to solve issues such as climate change, threatens our ability to survive as a species. Political standpoints on such issues still assume a superiority of governments in the Global North. This paper retraces colonial engineering projects, mainly directed from the UK, that failed to consider the development of other populations in the world, and their needs. It is also posited that our exploitation in the Global North, which assumes historical superiority as a basic premise, will fail in tackling major issues. Change is needed through a decolonisation of engineering projects, and western engineering curricula that are used to train future professionals. Evidence of the impact of decolonisation on the engineering discipline itself is scarce, but nevertheless, a response is needed to ensure that a more inclusive curriculum and narrative is developed.     

Reforming China's Stock Market: Institutional Change Chinese Style

In this article we examine the dual-track pricing system in China's stock market since its inauguration, a legacy of its economic transition and a major source of institutional predation in the market. We then examine the share structure reform initiated in 2005 that sought to eliminate the distortion this predation had elicited. We interpret the reform push as a process of institutional change and focus on the drivers and theoretical explanations of such changes in China's stock market. We thus advance a model for understanding institutional change, Chinese style. We argue that, initially, the institutional arrangement was constructed by the dynamics of transition – the juxtaposition of the Leninist state and the emerging stock market. This provided huge incentives for state corruption in the emerging market. As the market transition proceeded, the societal and political costs of corruption and market distortion also grew, which produced a crisis that eventually attracted the attention of powerful leaders of the party state. We argue from this case that the broader political context in which specific examples of institutional change occur needs to be examined. Specifically, we argue that powerful agents who are external to given institutional environments can play an important role in institutional change, thus highlighting the political dynamics of an authoritarian state amid systemic transition and global integration.     

The long‐term effects of housing assistance on work and welfare

This paper examines the long‐term effect of project‐based housing assistance—public housing and private assisted housing—on work, earnings, and welfare receipt. We use the Panel Study of Income Dynamics–Assisted Housing Database to identify women ever living in project‐based assisted housing and to create comparison groups using propensity scores. Analyses show no evidence that moving into this type of assisted housing is associated with sustained reductions in employment rates, work hours, or earnings. Although welfare rates decline, they remain higher for assisted housing recipients compared with nonrecipients. Overall, these findings align with those of recent experimental and nonexperimental studies that include other forms of housing assistance and cover different time periods. © 2009 by the Association for Public Policy Analysis and Management.     

Laughter and Liability: The Politics of British and Dutch Television Satire

Contemporary politicians face immense rhetorical and communicative challenges. Performing on the intertwined stages of politics, media (including Internet) and everyday life, they need to master diverse and contrasting repertoires of talk. Political communication research, at present, has ignored the question of how politicians face and experience these challenges, and how they reflect on the new communicative field. In this article, we begin to redress this situation by analysing and comparing the motives, experiences and reflections of politicians who appeared in the British satirical TV show, Have I Got News for You, and its Dutch adaptation, Dit was het Nieuws. Based on in-depth interviews with seven Dutch and 14 English MPs, we conclude that they draw from three repertoires to legitimise and reflect on their participation: a strategic, indulgent and anti-elitist repertoire. The first repertoire is predictable in the context of current political communication research, whereas the latter two add new dimensions of pleasure and bottom-up representation to it.     

The Pivotal Role of Adolescent Autonomy in Secondary School Classrooms

Student engagement is an important contributor to school success, yet high school students routinely describe themselves as disengaged. Identifying factors that alter (increase) engagement is a key aspect of improving support for student achievement. This study investigated students’ perceptions of autonomy, teacher connection, and academic competence as predictors of changes in student engagement within the classroom from the start to the end of a course. Participants were 578 (58% female) diverse (67.8% White, 25.2% African American, 5.1% Hispanic, 1.2% Asian American) high school students from 34 classrooms who provided questionnaire data both at the start and the end of a single course. Novel results from a cross-lagged model demonstrated that students who perceived their classrooms as allowing and encouraging their own autonomy in the first few weeks increased their engagement throughout the course, rather than the typical decline in engagement that was demonstrated by students in other classrooms. This finding is unique in that it extended to both students’ perceptions of engagement and observations of student engagement, suggesting a fairly robust pattern. The pertinence of this finding to adolescent developmental needs and its relationship to educational practice is discussed.