Cosmopolitan Democracy and the EU: The Case of Gender

Cosmopolitan democracy is one of the most debated models of transnational democracy. As a result of his prominence in this field, David Held has attracted much of the criticism and approval of this position. The critique and comment aimed at cosmopolitanism in general, and Held's work in particular, has provoked cosmopolitan advocates to respond, restate and develop their arguments. However, despite its considerable merit, this debate remains largely theoretical, and little has been done in terms of studying the realisation of cosmopolitanism in real-world settings. This article contributes towards the debate concerning the possibility of its actual application by mapping the principles of cosmopolitan democracy in relation to the EU polity and the issue of gender equality. It argues that the EU articulates certain cosmopolitan-comparable principles, and by studying areas where they are clearly exhibited, such as the issue of gender, that this helps us to critically evaluate their practicability and enables a response to criticisms levelled at cosmopolitan democracy. This article addresses two specific criticisms. Firstly, in view of the justiciable qualities of EU law, and its ability to give rise to formal individual rights, it is argued that claims regarding the inherently fictitious nature of cosmopolitan rights are unfounded. Secondly, while acknowledging that civic engagement takes a principally legal mode in relation to the issue of gender, this article rejects the claim that cosmopolitan democracy neglects the political aspects of citizenship. However, cosmopolitan scholars must extend their understanding of the relation between rights and the wider aspects of citizenship engagement, if they hope to realise the vision of an active citizenry that remains central to the cosmopolitan project.     

Surprise party

Alesina’s (Quarterly Journal of Economics 102, 651–678, 1987) influential model of presidential elections with ideologically motivated parties attributes higher growth and lower unemployment under Democratic presidents to the surprise inflation a Democratic victory entails. In contrast to the published literature, we test this hypothesis using calculations of presidential election surprises consistent with the assumption of rational economic actors. We confront the econometric complications attending a time-series approach taking into account economic growth dynamics. We ultimately fail to confirm the hypothesis that the level of uncertainty associated with presidential election results has an effect on economic outcomes.     

The heritage of autonomy in Carpathian Rus’ and Ukraine's Transcarpathian region

As the Soviet Union disintegrated and eventually dissolved in 1991, many of its peoples, both so-called titular nationalities and national minorities, put forth demands for independence or, at the very least, self-rule for territories that were said to represent the national patrimony. Among the many peoples who put forward such demands were Carpatho-Rusyns, who, together with fellow citizens of other national backgrounds, demanded autonomy or self-rule for the region (oblast) of Transcarpathia in far western Ukraine. This essay examines from a historical perspective the question of autonomy or self-rule for Carpatho-Rusyns and for all or part of the territory they inhabit, historic Carpathian Rus’. The autonomy question in Carpathian Rus’ is hardly new, but one that goes as far back as 1848.     

Longitudinal Links Between Identity Consolidation and Psychosocial Problems in Adolescence: Using Bi-Factor Latent Change and Cross-Lagged Effect Models

Most previous identity research has focused on relationships between identity synthesis, confusion, and psychosocial problems. However, these studies did not take into account Erikson’s notion of identity consolidation, that is, the dynamic interplay between identity synthesis and confusion. This study aimed to examine longitudinal relationships and the directionality of the effects between identity consolidation and psychosocial problems during adolescence, using two waves of longitudinal data from 793 Japanese adolescents (49.7% girls; ages 13–14 and 16–17 at Time 1). A bi-factor latent change model revealed that levels and changes in identity consolidation were negatively associated with levels and changes in psychosocial problems. Furthermore, a bi-factor cross-lagged effects model provided evidence that identity consolidation negatively predicted psychosocial problems, and vice versa. Our study facilitates a better understanding of the importance of identity consolidation in the relations between identity components and psychosocial problems.     

Dual-Credit Courses and the Road to College: Experimental Evidence from Tennessee

Dual-credit courses expose high school students to college-level content and provide the opportunity to earn college credits, in part to smooth the transition to college. With the Tennessee Department of Education, we conduct the first randomized controlled trial of the effects of dual-credit math coursework on a range of high school and college outcomes. We find that the dual-credit advanced algebra course alters students’ subsequent high school math course-taking, reducing enrollment in remedial math and boosting enrollment in precalculus and Advanced Placement math courses. We fail to detect an effect of the dual-credit math course on overall rates of college enrollment. However, the course induces some students to choose four-year universities instead of two-year colleges, particularly for those in the middle of the math achievement distribution and those first exposed to the opportunity to take the course in eleventh rather than twelfth grade. We see limited evidence of improvements in early math performance during college.     

Experimental Evidence on the Impacts of Need-Based Financial Aid: Longitudinal Assessment of the Wisconsin Scholars Grant

We conduct the first long-term experimental evaluation of a need-based financial aid program, the privately funded Wisconsin Scholars Grant. Over multiple cohorts, the program failed to increase degree completion and graduate school enrollment up to 10 years after matriculation. The program did reduce time-to-degree for some students and modestly increased the number of STEM degrees earned. The lack of robust effects raises important questions about the conditions necessary for financial aid to benefit students.