The Role of the School Environment in Relational Aggression and Victimization

Research conducted over the last decade has documented both the high rates of and serious consequences associated with both victimization and perpetration of relational aggression. This study examines risk for involvement in relational aggression and victimization among middle school youth, evaluating both individual beliefs about violence, as well as aspects of the school environment, including interpersonal school climate and school responsiveness to violence. A sample of 5,625 primarily urban minority middle school youth (49.2 % female) participating in a violence prevention project completed measures of relational aggression and victimization as well as indicators of individual beliefs about aggression, school norms for aggression, student–teacher and student–student interpersonal climate, and school responsiveness to violence. Unlike results previously found for physical aggression, no school-level indicator of climate was related to relational aggression or victimization. However, individual beliefs about aggression and individual perceptions of the school environment were related strongly to both the perpetration of and victimization by relational aggression. These results suggest not only that individual beliefs and perceptions of the school environment are important in understanding perpetration and victimization of relational aggression, but also that risk for involvement in relational aggression is distinct from that of physical aggression. Implications for school interventions are discussed, as well as suggestions for future research.     

The Role of Social Support in Students’ Perceived Abilities and Attitudes Toward Math and Science

Social cognitive models examining academic and career outcomes emphasize constructs such as attitude, interest, and self-efficacy as key factors affecting students’ pursuit of STEM (science, technology, engineering and math) courses and careers. The current research examines another under-researched component of social cognitive models: social support, and the relationship between this component and attitude and self-efficacy in math and science. A large cross-sectional design was used gathering data from 1,552 participants in four adolescent school settings from 5th grade to early college (41 % female, 80 % white). Students completed measures of perceived social support from parents, teachers and friends as well as their perceived ability and attitudes toward math and science. Fifth grade and college students reported higher levels of support from teachers and friends when compared to students at other grade levels. In addition, students who perceived greater social support for math and science from parents, teachers, and friends reported better attitudes and had higher perceptions of their abilities in math and science. Lastly, structural equation modeling revealed that social support had both a direct effect on math and science perceived abilities and an indirect effect mediated through math and science attitudes. Findings suggest that students who perceive greater social support for math and science from parents, teachers, and friends have more positive attitudes toward math and science and a higher sense of their own competence in these subjects.     

Christine Bolt: an appreciation

This obituary of Christine Bolt, formerly Professor Emeritus of History at the University of Kent, UK, who died in 2004, is written by a colleague. It focuses upon her professional career as a historian who made a considerable contribution to both American history and the history of the women’s suffrage movement in Edwardian Britain.     

Corporate Social Responsibility and the Oil Industry in the Russian Arctic: Global Norms and Neo-Paternalism

Examining the oil and gas industry in the Russian Arctic, this article investigates the gap between corporate social responsibility (CSR) as articulated in corporate offices and implemented at the local level. In Russia, global CSR norms interact with weak formal institutions and the strong informal expectations of state officials and local communities that companies bear responsibility for welfare and infrastructure. As a result, the concept of citizens as ‘stakeholders’ is underdeveloped. Instead, local residents remain subjects within a neo-paternalist system of governance that mimics some elements of the Soviet past. Compensation for damages to indigenous peoples has blurred legal obligations and the voluntary nature of CSR. However, the CSR in the region is constantly developing and formal methods of compensation may assist in clarifying the scope and practice of CSR.     

Relating self and other in Chinese and Western thought

Abstract

Recent debates in international relations seek to decolonize the discipline by focusing on relationality between self and other. This article examines the possibilities for preserving a particular type of otherness: ‘radical otherness’ or ‘alterity’. Such otherness can provide a bulwark against domination and colonialism: there is always something truly other which cannot be assimilated. However, two problems arise. First, if otherness is truly inaccessible, how can self relate to it? Does otherness undermine relationality? Second, can we talk about otherness without making it the same? Is the very naming of otherness a new form of domination? This article draws out and explores the possibilities for radical otherness in sinophone and anglophone relational theorizing. It addresses the difficulties presented by the need for a sense of radical otherness, on the one hand, and the seeming impossibility of either detecting it or relating to it, on the other. By constructing a typology of four accounts of otherness, it finds that the identification and preservation of radical otherness poses significant problems for relationality. Radical otherness makes relationality between self and other impossible, but without radical otherness there is a danger of domination and assimilation. This is common to both sinophone and anglophone endeavours.     

Towards global relational theorizing: a dialogue between Sinophone and Anglophone scholarship on relationalism

Abstract

What is ‘relational theorizing’ in International Relations and what can it offer? This article introduces a thematic section that responds to these questions by showing two things. First, relational theorizing is not a doctrine or a method, but a set of analyses that begin with relations rather than the putative essences of constitutively autonomous actors. Second, relational theorizing has emerged from different geo-linguistic traditions, and a relational approach to International Relations (IR) can offer the language and space for increased and productive engagement beyond Anglophone scholarship. This thematic section takes a significant step in this direction by staging a dialogue between Sinophone and Anglophone scholarship on relational IR theorizing. Such an engagement shows points of comparison and contrast, convergence and divergence. In this way, the essays presented here contribute to developing a more ‘global’ IR.     

Facilitating industrial symbiosis programmes in developing countries: reflections from Gauteng,South Africa

This viewpoint reflects on how to improve the process of introducing facilitated industrial symbiosis programmes (FISPs) to small and medium enterprises (SMEs) in developing countries. Although FISPs are a long-established industrial practice, their formal introduction to SMEs in developing countries has only recently begun, mostly through support from international development agencies. Based partly on anecdotal evidence from Gauteng, South Africa, we identify six key questions which need to be addressed to improve the process of facilitating FISPs.