Conceptualising corporate community development

Globally there is an increasing focus on the private sector as a significant development actor. One element of the private sector’s role emphasised within this new focus has been corporate social responsibility (CSR) activities, whereby the private sector claims to contribute directly to local development. There is now a substantial body of work on CSR but it is a literature that is mostly polarised, dominated by concerns from the corporate perspective, and not adequately theorised. Corporations typically do development differently from NGOs and donors, yet the nature and effects of these initiatives are both under-researched and under-conceptualised. In this paper we argue that viewing CSR initiatives through a community development lens provides new insights into their rationale and effects. Specifically we develop a conceptual framework that draws together agency and practice-centred approaches in order to illuminate the processes and relationships that underpin corporate community development initiatives.     

Interparental Conflict and Academic Achievement: An Examination of Mediating and Moderating Factors

Using a risk and resiliency theoretical framework, the association between interparental conflict and academic achievement was examined. The sample consisted of 2,297 6th grade youth with a mean age of 11.92. Participants were mostly European American (81.8%) and 52% were girls. Results demonstrated that interparental conflict is a risk factor for lower academic achievement, suggesting that family interactions play a significant role in how youth perform in the academic setting. Youth self-blame acted as a significant mediator, providing some explanation for how interparental conflict affects academic achievement. Maternal acceptance and monitoring knowledge partially buffered the association between interparental conflict and youth self-blame. Additionally, the positive association between interparental conflict and perceived threat was stronger for youth who perceived relationships with mothers as more supportive, connected, and involved. Results from this study underscore the need for continued focus on the link between family and school environments with respect to youth developmental outcomes.     

Perceptions of Racism and Depressive Symptoms in African American Adolescents: The Role of Perceived Academic and Social Control

Experiences with racism are a common occurrence for African American youth and may result in negative self perceptions relevant for the experience of depressive symptoms. This study examined the longitudinal association between perceptions of racism and depressive symptoms, and whether perceived academic or social control mediated this association, in a community epidemiologically-defined sample of urban African American adolescents (N = 500; 46.4% female). Structural equation modeling revealed that experiences with racism were associated with low perceived academic control, which in turn was associated with increased depressive symptoms. Findings suggest that experiences with racism can have long lasting effects for African American youth’s depressive symptoms, and highlight the detrimental effects of experiences with racism for perceptions of control in the academic domain. Implications for intervention are discussed.

Examining Multiracial Youth in Context: Ethnic Identity Development and Mental Health Outcomes

Although multiracial individuals are the fastest growing population in the United States, research on the identity development of multiracial adolescents remains scant. This study explores the relationship between ethnic identity, its components (affirmation, exploration), and mental health outcomes (anxiety, depressive symptoms) within the contexts of schools for multiracial adolescents. The participants were multiracial and monoracial minority and majority high school students (n = 4,766; 54.6 % female). Among the participants, 88.1 % were Caucasian, 7.4 % were African American, and 4.5 % were multiracial. The research questions examined the relationship between ethnic identity exploration and affirmation on mental health outcomes and explored the role school context plays in this relationship. The findings suggested that multiracial youth experience more exploration and less affirmation than African Americans, but more than Caucasians. In addition, multiracial youth were found to have higher levels of mental health issues than their monoracial minority and majority peers. Specifically, multiracial youth had higher levels of depressive symptoms than their African American and Caucasian counterparts. Multiracial and Caucasian youth had similar levels of anxiety but these levels were significantly higher than African Americans. School diversity did not influence mental health outcomes for multiracial youth. These findings provide insight into the experiences of multiracial youth and underscore the importance of further investigating factors that contribute to their mental health outcomes.     

Collective failure? Lessons from combining forecasts for the UK's referendum on EU membership

Research on election forecasting suggests there are benefits from combining different sources of information. This paper discusses the experience of a combined forecasting method that was developed for the UK’s EU referendum in 2016. The sources included opinion polls, vote expectation surveys, prediction and betting markets, expert and volunteer forecasts, and various forecasting models based on polling and other kinds of data. Averages of sources within each of these categories all, in our final forecast, suggested Remain was more likely to win but with varying degrees of certainty. Combining them produced a forecast that beat some but not others. Opinion polls and citizen forecasts came closest to the true outcome. Betting and prediction market participants and volunteer forecasters were the most overconfident that the UK would vote Remain. This may have been because they were distrustful of the polls following the 2015 general election miss and had too strong an expectation of a late swing towards the status quo similar to those in Scotland in 2014 and Quebec in 1995.     

Reproducing remoteness? States,internationals and the co-constitution of aid ‘bunkerization’ in the East African periphery

ABSTRACT

The physical and social retreat of international interveners behind the walls of ‘bunkered’ aid compounds in (putatively) more remote and dangerous regions of the South has been the focus of growing critical attention in recent years. An increasingly remote and fearful culture of risk aversion and differentiation among Western states and organizations has been largely identified as the driving force behind this set of practices. This article presents a different perspective on the bunkerization phenomenon through focusing on the agency of Southern states in the process. Exploring bunkerization across eastern/central Africa—and in Ethiopia’s eastern Somali region in particular—the study emphasizes not only how African states have been key promoters of modern bunkerization, but also how bunkerization behaviour and mentalities have historically characterized how many African borderlands—and contemporary sites of international intervention—have been incorporated into the global state system.