The Concept of the Supremacy of the Constitution

The article compares and assesses the idea of the supremacy of the constitution found in Germany with the competing British tradition of parliamentary sovereignty. It concludes by examining the need for a supreme constitutional law in the European Union.     

Codetermination in West Germany: What difference has it made?

Over the last three decades a unique system of labour‐management relations has evolved in West Germany. Through codetermination employees are able to participate in management decision‐making. This article focuses on the benefits employees derive from codetermination with employment security and apprenticeship programmes singled out for special attention. The findings indicate that while codetermination does not ensure employment security, it does offer substantial protection to minimise the economic hardship of joblessness. There also appears to be a positive link between effective codetermination and stronger corporate efforts in the area of apprenticeship programmes.     

Perceived Social Environment and Adolescents’ Well-Being and Adjustment: Comparing a Foster Care Sample With a Matched Sample

Previous research has demonstrated that former foster care youth are at risk for poor outcomes (e.g., more problem behaviors, more depression, lower self-esteem, and poor social relationships). It is not clear, however, whether these findings reflect preemancipation developmental deficits. This study used 163 preemancipation foster care youth and a matched sample of 163 comparison youth. Results showed that foster-care youth did not differ from the comparison sample on measures of well-being, including depressed mood, problem behavior, and self-esteem. Foster care youth reported higher levels of work orientation, but lower levels of academic achievement, aspirations, and expectations. In addition, compared to the matched sample, foster care youth perceived better social environments with respect to their important nonparental adults (VIPs) and peers, but poorer social environments relating to their parents. These differences in social environments may have offset each other and resulted in similar levels of psychological well-being for the two groups of youth. Regression analyses further showed that social environments were linked to selected adolescent outcomes, and nonparental VIPs were especially important for the foster care sample.Department of Psychology and Social Behavior, School of Social Ecology, University of California, Irvine. Current interests: Cross-cultural study of adolescent well-being, at-risk youth.Received PhD in clinical psychology from Radcliffe College, Harvard University. Current interests: Role of culture, family, peers, and nonparental adults in adolescent developmentReceived PhD in developmental psychology from University of Michigan. Current interests: Cross-cultural human development; neural bases of language and mathematical learningReceived PhD in developmental psychology from University of Strathclyde. Current interests: Life-span development, motivation and developmental regulation, control and health     

Revisiting Global Governance in Multistakeholder Initiatives: Club Governance Based on Ideational Prealignments

Multistakeholder initiatives that bring together actors from the state, the business sector and society to formulate, implement and/or monitor rules governing different policy fields have assumed a prominent role in global governance since the 1980s. In the governance literature, it is generally assumed that the actors from the three sectors have diverse interests, but contribute different resources. This should allow to address transnational problems more effectively. While cooperation among the various collective actors in these initiatives might be based in part on complementary resources, we argue here that such cooperation is also shaped and conditioned by ideational prealignments of the participating actors. Such ideational prealignments are consequential, because they predetermine (1) the composition of multistakeholder forums in terms of which actors participate and which do not, (2) the processes that govern these forums, (3) the results of these forums and (4) the relations among the collective actors who participate in these forums and the stakeholders they are deemed to represent. When viewed from this perspective, multistakeholder initiatives are a form of club governance that is based on ideational factors. We illustrate this argument by drawing on research that examines the setting of standards for private military and security companies (PMSCs).     

External networks and institutional idiosyncrasies: the Common Security and Defence Policy and UNSCR 1325 on women,peace and security

In 2008, the Council of the European Union (EU) adopted a ‘Comprehensive Approach’ that outlines a strategy for securing gender mainstreaming; two years later, the Council introduced a set of indicators to assess its implementation. The EU was responding to the United Nations Security Council’s call for regional institutions to assist in implementing Security Council Resolution (UNSCR) 1325, adopted on 31 October 2000, concerning ‘women, peace and security’. This resolution sought to meet the ‘urgent need to mainstream a gender perspective into peacekeeping operations’. Considering that prior exposure to gender issues, resources and well-established relations with civil society and gender advocates are lacking, the adoption of both the Comprehensive Approach and the indicators, as well as the structures and procedures established since then as part of the EU’s Common Security and Defence Policy, requires some explanation. This article draws on feminist institutionalist approaches to argue that the impetus for change came from individuals and groups within the EU who were involved in external networks, both above and below the supranational level, who seized on institutional idiosyncrasies that also shaped the implementation of UNSCR 1325 in important ways.     

Vernachlässigte Potenziale? Zur Situation von Jugendlichen ohne Bildungs- und Ausbildungsabschluss

Ausgehend von vorliegenden Befunden zur Bildungsarmut in Deutschland werden zunächst einzelne Aspekte des ?deutschen Bildungsnotstands“ vertieft und aktualisiert. Dazu gehören die sich bereits jetzt abzeichnenden Entwicklungen im Bereich der Bildungsarmut in den kommenden Jahren, die Bildungschancen von Immigranten, die Chancen von Niedrigqualifizierten auf dem Arbeitsmarkt, die Zugangschancen zur Teilnahme an Maßnahmen und der Maßnahmenerfolg. In einem zweiten Teil stellen wir eine zusammenfassende Typologie vor, mit welcher das mismatch von Personen und Positionen auf dem Arbeitsmarkt übergreifend behandelt werden könnte. Der Beitrag schließt mit einem Ausblick, in dem dringliche Handlungsfelder thematisiert und diskutiert werden.     

Striving for Educational and Career Goals During the Transition After High School: What is Beneficial?

The present study takes a motivational perspective that views youths’ educational and career engagement as influential and potentially competing for the same motivational resources in the transition to adulthood. We investigated whether motivational engagement with educational and career goals in the year after high-school graduation was differentially associated with educational, career-related and subjective well-being outcomes 2 and 4 years after school graduation. Our longitudinal study of a multi-ethnic sample of Los Angeles high-school graduates followed participants 2 years (N = 561; 61.5 % female) and 4 years (N = 364; 59.8 % female) after high school graduation. The findings indicate that motivational engagement with educational goals after high school graduation predicted educational attainments and psychological well-being at follow-up 2 and 4 years after graduation, and occupational progress at 4 years after graduation. Work hours assessed shortly after high school graduation were associated with poorer educational outcomes both at 2 and 4 years after high school. Occupational goal engagement was not associated with better outcomes, but predicted less educational attainment 4 years after graduating. Thus, educational goal engagement predicted favorable outcomes, whereas career-related goal engagement for the most part was neutral with some select associations with negative educational outcomes. A strong motivational commitment to educational goals, but not to career goals, is an important component of a successful transition to adulthood.