“Role Magnets”? An Empirical Investigation of Popularity Trajectories for Life-Course Persistent Individuals During Adolescence

Recent scholarship has focused on the role of social status in peer groups to explain the fact that delinquency is disproportionately committed during adolescence. Yet, the precise mechanism linking adolescence, social status, and antisocial behavior is not well understood. Dual-taxonomy postulates a testable mechanism that links the sudden increase in risky behavior among adolescents to the social magnetism of a small group of persistently antisocial individuals, referred to here as the “role magnet” hypothesis. Using semi-parametric group-based trajectory modeling and growth-curve modeling, this study provides the first test of this hypothesis by examining physical violence and popularity trajectories for 1,845 male respondents age 11–32 from a nationally representative sample (54 % non-Hispanic White; 21 % non-Hispanic African American; 17 % Hispanic; 8 % Asian). Individuals assigned to a “chronic violence” trajectory group showed consistently lower average levels of popularity from 11 to 19. But, these same individuals experienced increases in popularity during early adolescence and subsequent declines in late adolescence. These findings are linked to current research examining social status as a mechanism generating antisocial behavior during adolescence and the consequences of delayed entry into adult roles.     

“Is There a Getting Better From This,or Not?” Examining the Meaning and Possibility of Recovery From Mental Disorder

The concept of “recovery” from mental disorder is widely used in the national conversation about youth and adult mental health treatment as if everyone is on the same page about what it means. Fundamental disagreements among researchers and practitioners exist, however, on a variety of issues related to the precise nature and meaning of recovery from mental, emotional, and behavioral disorder generally. Among these issues are: (a) The meaning of recovery; (b) The possibility of full recovery; and (c) Effective support for recovery. After reviewing diverging responses for each of these three issues, we then trace practical implications of competing interpretations for treatment and recovery itself. As demonstrated throughout, the stance taken on these questions can have profound and lifelong consequences for youth and children in treatment.     

The negative impacts of starting middle school in sixth grade

Using administrative data on public school students in North Carolina, we find that sixth grade students attending middle schools are much more likely to be cited for discipline problems than those attending elementary school. That difference remains after adjusting for the socioeconomic and demographic characteristics of the students and their schools. Furthermore, the higher infraction rates recorded by sixth graders who are placed in middle school persist at least through ninth grade. An analysis of end‐of‐grade test scores provides complementary findings. A plausible explanation is that sixth graders are at an especially impressionable age; in middle school, the exposure to older peers and the relative freedom from supervision have deleterious consequences. These findings are relevant to the current debate over the best school configuration for incorporating the middle grades. Based on our results, we suggest that there is a strong argument for separating sixth graders from older adolescents. © 2008 by the Association for Public Policy Analysis and Management.     

Which Party Represents My Group? The Group Foundations of Partisan Choice and Polarization

Political Behavior - While groups have been central to thinking about partisan identity and choices, there has been surprisingly little attention paid to the role of perceptions of the group...     

Counterterrorism Policies and Attitudes Towards Out-Groups: Evidence from a Survey Experiment on Citizens’ Attitudes Towards Wiretapping

Political Behavior - Terrorism often leads to increased stigmatization of groups perceived as “out-groups”. We test two versions of out-group theory and ask whether citizens clearly...     

Averted targeted school killings from 1900-2016

Mass shootings, particularly those that occur on school grounds, often generate intense political debate. Following the 2018 shooting at Marjory Stoneman Douglass High School, questions arose on how to prevent these tragedies. Typically, the response generated from these questions revolves around mental illness, bullying prevention, and gun control. Unfortunately, the views on these topics, especially gun control, are often rooted in a strong belief system which is unwavering. Resultantly, the debate on how to avert these incidents often stops at the debate phase. This study sought to better understand how these events can be prevented by examining targeted school killings from 1900–2016 in which the suspect was stopped before the attack. The analysis revealed that the majority of attacks were prevented by other students reporting the threat of an impending attack to school and law enforcement authorities.     

What is “prison culture”? Developing a theoretical and methodological foundation for understanding cultural schema in prison

What does it mean to say that a prison has a “culture?” Scholars have long emphasized the presence of a “prison code” and, more recently, a “racial code” as salient cultural domains in men's prisons. Yet, even though most people intuitively understand what is meant by “prison culture,” little progress has been made regarding the conceptualization and operationalization of culture as an analytical construct in prison scholarship. The current study makes two primary contributions to this literature. First, drawing on advances in anthropology, cultural sociology, and cognitive science, we incorporate the concept of cultural schema to provide a concrete analytical construct. Second, we test varying conceptualizations of cultural schema as either characterized by consensus or as overlapping relational structures. Using cultural consensus and correlational class analyses among a sample of 266 incarcerated men, we find little evidence of a culture of consensus for either the prison code or the racial code. Furthermore, we show evidence of heterogenous schema among these cultural domains. Our study is relevant to wider disciplinary work on culture as the problem of analytical precision we address is characteristic of much of the work in criminology and criminal justice that evokes culture as an explanatory device.     

The Dimensions and Effects of Reciprocity in Political Tolerance Judgments

Political Behavior - Reciprocity is a foundational concept of cooperative societies with roles in face-to-face and anonymous transactions. In essence, we trust others, follow social norms, and...