The Effects of Feminist Mobilization and Women’s Status on Universities’ Reporting of Rape

ABSTRACT

When establishing the White House Task Force to Protect Students from Sexual Assault, President Obama reminded universities of their obligation to report accurate rape statistics to the Department of Education. Research has not determined, on a national scale, what factors explain variation in (under)reporting. Using data from 413 top universities’ websites and institutional and archival data, we examine how state- and university-level factors shape universities’ rape reporting. Universities with a greater feminist presence and antiviolence activism, and those located in states where women have higher socioeconomic status and more American Association of University Women partnerships, report more rapes. We examine underreporting as an institutional rather than an individual-level phenomenon, connect campus reporting to the larger reporting literature, and provide practical policy and program implications.     

Borders of memory: affirmation and contestation over Japan’s heritage

Abstract

This essay, introducing the special issue on ‘Borders of Memory’, aims to shed light on the links between memory and heritage in contemporary Japan. It does so by examining how heritage sites serve as spaces within which collective memory is both affirmed and contested. Heritage sites enable us to survey the contours of the borders of memory that exist between different memory collectives. An analysis of South Korean and Chinese objections to the Meiji Industrial Sites shows how these heritage sites work as borders of memory, spaces where the competing collective memories of neighbouring East Asian governments and societies clash and rub up against one another. This analysis is then extended to the four articles that make up this special issue. In each case, it is the competing meanings invested in the site, and the struggle over the narrative within which it is incorporated, that results in such sites coming to be demarcated as borders of memory. Understanding these heritage sites as bordered spaces allows us to see such them as being not only where antagonistic collective memories come into contact, but also spaces through which they connect. The existence of such spaces enables the political process of articulating the stories associated with different memory collectives.     

Revenge and reprisal violence in Kosovo

One of the most often reported but under-studied phenomenon in post-conflict states is that of revenge violence. While such violence is widely acknowledged to occur after wars, it is often dismissed as epiphenomenal to the central problem of restoring order and good governance in the state. This paper seeks to refocus attention on this phenomenon and challenge the way that it is normally portrayed as a normal, almost incidental consequence of armed conflict. It develops an ideal-type distinction between revenge violence and its strategic mirror, reprisal violence. While revenge violence is premised on a judgement of individual responsibility for a prior act of harm, reprisal violence is driven by an assumption of collective guilt. This paper argues that these two types of violent activity—one expressive and the other strategic—are often intermixed in post-conflict states. Moreover, the interplay between them provides political cover for those who would employ violence to achieve strategic or political goals, while lowering the risks involved when doing so by attributing it to revenge for wartime atrocities. In effect, the fact that revenge and reprisal violence are mirror images of one another can serve to explain and subtly justify the use of organised violence against disadvantaged groups in post-conflict states. This paper examines the validity of this heuristic distinction through a within-case analysis of violence in Kosovo from 1999 to 2001 and identifies the policy consequences of this distinction.     

Emotional and Behavioral Problems Among Adolescent Students: The Role of Immigrant, Racial/Ethnic Congruence and Belongingness in Schools

As levels of immigration and ethnic diversity continue to rise in most Western societies, the social demography of schools is changing rapidly. Although schools represent a prominent developmental context, relatively little is known about the extent to which the racial/ethnic composition of schools influences mental health outcomes in students. The objective of the present study is to examine the association between immigrant and racial/ethnic congruence in school—the numerical representation of a student’s immigrant generational status and race/ethnicity in the student body—and levels of emotional and behavioral problems. This study also examines the extent to which the association between congruence and emotional-behavioral problems differs across racial/ethnic immigrant sub-groups and is accounted for by individual perceptions of school belonging. Data come from the in-school survey of the Longitudinal Study of Adolescent Health (Add Health) conducted in the United States. The sample is nationally representative, and includes 128 schools and 77,150 adolescents in grades 7–12 (50 % female, M _age = 14.9 years, SD = 1.78). After controlling for school and family socio-demographic characteristics, immigrant and racial/ethnic congruence in school exhibited a negative association with emotional and behavioral problems for most sub-groups examined. School belonging was associated negatively with emotional and behavioral problems, and partially accounted for the effects linked to congruence in schools. The immigrant and racial/ethnic composition of schools and perceptions of belonging have strong links with emotional and behavioral problems and may represent important targets for intervention.     

Neoliberalism,Transnational Education Norms,and Education Spending in the Developing World, 1983–2004

Using the case of education, we consider how global cultural and economic forces affect national education spending policies. Our analysis includes both an historical analysis of the construction and transformation of ideas about education at the global level and a statistical assessment of the implementation of conflicting approaches to state education funding within countries. In the historical analysis, we show how the idea of free education, although institutionalized in international law, was subject to powerful challenges from international financial institutions, which advocated user fees for public services, including education. Ultimately, the principle of free education prevailed despite the financial clout behind the opposing view. Using data from poor‐ and middle‐income countries from 1983 to 2004, we also show that the presence of international nongovernmental organizations (INGOs) advocating child rights was linked to an increase in the levels of state funding for education. This suggests that embeddedness in global discourses, as evidenced by country‐specific linkages to INGOs, is critical in making governments more accountable for supporting institutionalized ideas concerning education.     

Topologies and topographies of Ireland's neoliberal crisis

In this paper, we explore successive waves of neoliberalization in Ireland. We contend that neoliberalization remained largely “invisible” during the Celtic Tiger because a property bubble permitted a period of debt-driven growth, but was revealed and politicized by the crisis. Mobilizing the ideas of topology and topography, we explore the relationships which unfolded between the “financialization” of the global economy and the two twin pillars of the Irish crisis narrative: property and debt. We conclude that there is a need for future studies to consider how neoliberalism, financialization and uneven development are being reshaped by geographically situated responses to the crisis.