Development of Friendship and Task Values in a New School: Friend Selection for the Arts and Physical Education but Socialization for Academic Subjects

Friends provide important social contexts for student development. Research has shown that adolescent friends are similar to each other in their interest and values for different school subjects. Yet our current understanding does not extend to knowing whether selection, deselection, or socialization processes are responsible for this phenomena. Without this knowledge, it is very difficult for parents, teachers, and schools to know how and when to intervene. This study investigated selection, deselection, and socialization effects on adolescent students’ task values for academic (languages, math and science, and social sciences) and non-academic subject areas (the arts and physical education). A social network approach was used to examine two waves of annual data collected from school-based networks of adolescents in the first and second years of high school education in Finland (N?=?1419; female?=?48.6%; mean age at first measurement point?=?16). The results revealed that adolescents tended to select friends with similar levels of task values (friend selection) for the arts and physical education, but friends did not become more similar in these areas over time (friend socialization). In contrast, there was evidence of friend socialization, but not friend selection, for the academic school subjects. Across all subjects, differences in task values did not predict friendship dissolution (friend deselection). These findings suggest that to a significant extent, students make agentic choices in developing friendship with schoolmates based on their task values in non-academic subjects. The resultant friend contexts that individuals created, in turn, affected their task values in academic subject areas. These results shed light on the complexity of friend effect mechanisms on task values at the subject domain-specific level.     

People and places left behind: work,culture and politics in the rural United States

Using interview and survey data, we argue there are three types of places in the rural United States, and that their social and economic conditions help us understand emerging political trends, including the rural support for Donald Trump. More rural votes were cast for the Republican presidential candidate in 2016 than in other recent elections, yet shifts to Republican votes were greatest in places undergoing the most significant economic transitions. Work in rural communities has been a source of pride and cultural identity for people as well as places, but many feel the new economy is not working for them.     

Critical Hopefulness Among Urban High School Students

Psychological empowerment encompasses several key aspects of youth civic and sociopolitical development. Most research has focused on psychological empowerment’s emotional component, which entails learned hopefulness about one’s own ability to participate in and lead community change efforts. Fewer studies have assessed critical awareness of how social power operates—psychological empowerment’s cognitive component. The confluence of these two components has been termed critical hopefulness. A complex relationship exists between these two components, and previous research has found relatively small proportions of participants reporting both high levels of critical awareness and simultaneously high levels of hopefulness about their ability to exert influence in the sociopolitical domain. The current study of urban high school students in the Northeastern U.S. (n?=?389; 53.5% female) investigates heterogeneity according to these two components of psychological empowerment. Latent class cluster analyses were conducted and seven distinct groups of participants emerged. Students identifying as Hispanic/Latinx were more likely to be classified into a profile group exhibiting critical hopefulness. Differences were observed between psychological empowerment profile groups on self-reported levels of psychological sense of community, civic engagement, and social justice orientation. Furthermore, a larger proportion of this overall sample was classified into groups that exhibited critical hopefulness than in a previous study of adults. These findings provide useful insights for efforts to engage young people in civic life and to promote sociopolitical development.     

The collaborative study on typing group-specific component by eight forensic science laboratories

This report describes a collaborative study on typing group-specific component (GC), conducted between the Central Research and Support Establishment and the forensic science laboratories of England, Wales and Northern Ireland. A population study (n=114) was performed. Fifty blood donors were selected to provide a distribution, slightly biased from normal, in favour of the GC 1F-1F and GC 1F-1S phenotypes. A protocol was devised for preparing large bloodstains. The strongest GC bands were obtained from the edge of a stain after the blood had been treated with K+/EDTA. Each laboratory received a representative portion of the large bloodstains for GC typing. Five of the eight laboratories correctly grouped all the bloodstains. No errors directly attitributable to the system were recorded in over 800 tests, indicating that GC in bloodstains can be typed reliably using the combination of isoelectric focusing in ultrathin narrow pH interval gels followed by immunofixation and silver staining.     

The routine profiling of forensic heroin samples

A method for the routine profiling of illicit heroin samples received in casework has been developed which depends on simple and straightforward sample pretreatment, followed by gas chromatography on a capillary column using flame-ionization detection. The factors affecting the choice of each aspect of the procedure are discussed, as are the statistical data for sampling and the chromatography. Components of illicit heroin derived from opium and other adulterants have been identified. The significance of data from samples examined in 1986 is discussed.     

Modification of Housing Mobility Experimental Effects on Delinquency and Educational Problems: Middle Adolescence as a Sensitive Period

Residential mobility is one documented stressor contributing to higher delinquency and worse educational outcomes. Sensitive period life course models suggest that certain developmental stages make individuals more susceptible to the effects of an exposure, like residential mobility, on outcomes. However, most prior research is observational, and has not examined heterogeneity across age or gender that may inform sensitive periods, even though it may have important implications for the etiology of adolescent development. Moreover, there are important translational implications for identifying the groups most vulnerable to residential mobility to inform how to buffer adverse effects of moving. In this study, low-income families were randomized to residential mobility out of public housing into lower poverty neighborhoods using a rental subsidy voucher (“experimental voucher condition”), and were compared to control families remaining in public housing. The sample was comprised of 2829 youth (51% female; 62% Non-Hispanic Black, 31% Hispanic, 7% other race). At baseline, youth ranged from 5 to 16 years old. This study hypothesized that random assignment to the housing voucher condition would generate harmful effects on delinquency and educational problems, compared to the control group, among boys who were older at baseline. The results confirmed this hypothesis: random assignment to the experimental voucher condition generating residential mobility caused higher delinquency among boys who were 13–16 years old at baseline, compared to same-age, in-place public housing controls. However, residential mobility did not affect delinquency among girls regardless of age, or among boys who were 5–12 years old at baseline. The pattern of results for educational problems was similar but weaker. Families with teenage boys are particularly vulnerable to residential transitions. Incorporating additional supports into housing programs may help low-income, urban families to successfully transition to lower poverty neighborhoods.     

Vote Oswego: Developing and Assessing the Campaign-as-Course Model

College campuses have taken on increased responsibility for mobilizing young voters. Despite the discipline’s commitment to civic engagement, political science departments play a minimal role in this programming. This article outlines a course structure—including learning objectives, course outline, and assessments—that treats a campus-wide voter mobilization drive as the basis of an applied political science course. Transforming a campus voter mobilization program into a political science practicum offers advanced skill-building for students seeking political careers and links learning objectives to real world activities. Participants report gains in both knowledge of campaigns and grassroots campaign skills. We argue this type of course particularly benefits students attending colleges and universities in geographic areas that receive little attention from political campaigns as well as those students for whom the traditional route of gaining political experience—an unpaid, off-campus internship—is impractical or even impossible.     

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.     

Reciprocal Relationships between Teacher Ratings of Internalizing and Externalizing Behaviors in Adolescents with Different Levels of Cognitive Abilities

Are internalizing and externalizing behavior problems interrelated via mutually reinforcing relationships (with each behavior leading to increases over time in levels of the other behavior) or mutually suppressing relationships (with each behavior leading to decreases over time in levels of the other behavior)? Past research on the directionality of these relationships has led to ambiguous results, particularly in adolescence. Furthermore, the extent to which prior results will generalize to adolescents with low levels of cognitive abilities remains unknown. This second limit is particularly important, given that these adolescents are known to present higher levels of externalizing and internalizing behaviors than their peers with average-to-high levels of cognitive abilities, and that the mechanisms involved in the reciprocal relationships between these two types of behaviors may differ across both populations. This study examines the directionality of the longitudinal relationships between externalizing and internalizing behavior problems as rated by teachers across three measurement waves (corresponding to Grades 8–10) in matched samples of 138 adolescents (34.78?% girls) with low levels of cognitive abilities and 556 adolescents (44.88?% girls) with average-to-high levels of cognitive abilities. The results showed that the measurement structure was fully equivalent across time periods and groups of adolescents, revealing high levels of developmental stability in both types of problems, and moderately high levels of cross-sectional associations. Levels of both internalizing and externalizing behaviors were higher among adolescents with low levels of cognitive abilities relative to those with average-to-high levels of cognitive abilities. Finally, the predictive analyses revealed negative reciprocal longitudinal relationships (i.e., mutually suppressing relationships) between externalizing and internalizing problems, a result that was replicated within samples of adolescents with low, and average-to-high levels of cognitive ability.