Marginalization,reproduction and assaults against teachers: Ideas on the contradictions of ideological social control

Summary We have analyzed school stratification and delinquent behavior by demonstrating that the connection between the two can be explained more completely by reference to the nature and functioning of American capitalism. By way of a thorough analysis of the reproduction forces at work today in American capitalism, as well as the way consciousness is formed through the satisfaction and fulfillment of species needs and powers, our investigation linked delinquent behavior (assaults against teachers) and school stratification with the social system of which they are embedded. Concentrating initially on the structural forces at work within the labor market, we were able to uncover the foundations which mold the social relations of production. We then turned our investigation to the school, revealing how the underlying function of secondary education today is the reproduction of the social relations of production. With a thorough understanding of these two interrelated phenomena, we were then able to explain why minority students attack secondary school teachers at a higher rate than other students. Specifically, it is because of thecontradiction between the creation of a personality possessing autonomous and independent behavior traits, with emphasis on violent behavior patterns as a means of solving interpersonal problems (marginalization), and the austere authoritarian and control mechanisms of the school (reproduction).I wish to thank Nancy Gilliland for helpful comments and criticism on an earlier draft of this paper.     

Appropriately Upset? Emotion Norms and Perceptions of Crime Victims

Victims who express less emotion in response to a crime are perceived as less deserving, less sympathetic, and they have less punishment assigned to the offender who committed the crime. This study considers the extent to which emotion norms underlie perceptions of victims who testify. Two studies investigate the circumstances in which emotional reactions to a crime are seen as "unusual" and whether a more general emotion norm underlies responses to victim testimony. We test a "victim-role" norm against a "proportionality" norm by crossing the severity of victim's emotional response (severe or mild) with the seriousness of a crime (serious or less serious). Results across two studies lend greater support to the notion that people expect victims to match the intensity of their emotional response to the seriousness of the event (i.e., a proportionality rule), although we also find instances in which expectations of the victim are not strong. Gender of the victim exhibited small and contingent effects. We discuss the relevance of emotion norms to legal settings.     

Severity of neurocognitive impairment in women who have experienced intimate partner violence in Spain

This study examines neuropsychological impairment in women who have experienced intimate partner violence using DSM 5 criteria for mild and severe cognitive impairment. A total of 108 females in Spain were included in one of three groups: psychological abuse (n = 24), physical and psychological abuse (n = 45), and no-abuse (n = 39). There were differences between the control and IPV groups in attention and executive functioning. Furthermore, approximately 25% of women experiencing IPV suffer mild neuropsychological alterations and 5% severe, mostly in memory and executive function domains. This evidence supports the growth in research that suggests psychological violence on its own to be as strongly related to poor health outcomes as physical violence in intimate partner relationships.     

The role of teacher quality in retention and hiring: Using applications to transfer to uncover preferences of teachers and schools

Many large urban school districts are rethinking their personnel management strategies, often giving increased control to schools in the hiring of teachers, reducing, for example, the importance of seniority. If school hiring authorities are able to make good decisions about whom to hire, these reforms have the potential to benefit schools and students. Prior research on teacher transfers uses career history data, identifying the school in which a teacher teaches in each year. When such data are used to see which teachers transfer, it is unclear the extent to which the patterns are driven by teacher preferences or school preferences, because the matching of teachers to schools is a two‐sided choice. This study uses applications‐to‐transfer data to examine separately which teachers apply for transfer and which get hired and, in so doing, differentiates teacher from school preferences. Holding all else equal, we find that teachers with better pre‐service qualifications (certification exam scores, college competitiveness) are more likely to apply for transfer, while teachers whose students demonstrate higher achievement growth are less likely. On the other hand, schools prefer to hire “higher quality” teachers across measures that signal quality. The results suggest that not only do more effective teachers prefer to stay in their schools but that schools are able to identify and hire the best candidates when given the opportunity © 2010 by the Association for Public Policy Analysis and Management.     

Mergers and difference-in-difference estimator: Why firms do not increase prices?

Difference-in-difference methods are being increasingly used to analyze the impact of mergers on pricing and other market equilibrium outcomes. Using evidence from an exogenous merger between two retail gasoline companies in a specific market in Spain, this paper shows how concentration did not lead to a price increase. In fact, the conjectural variation model concludes that the existence of a collusive agreement before and after the merger accounts for this result, rather than the existence of efficient gains. This result may explain empirical evidence reported in the literature according to which mergers between firms do not have significant effects on prices.