Deterring discrimination with data

Discrimination on grounds of race, sex, and handicap persists in many local school districts in spite of nearly twenty years of sustained attention from federal policymakers. Because litigation proceeds slowly and expensively, and because administrative attacks on discrimination have been stymied by political controversy, additional policy strategies merit careful consideration. We studied the operation of one such strategy in nine local districts: the mandatory collection of data concerning civil rights matters in schools. Data collection and reporting shaped local compliance with civil rights laws in four ways: by threatening local officials with future penalties, by providing political ammunition to constituencies that care about civil rights, by allowing local districts to learn about their own performance, and by framing school practices in ways that heighten awareness about equity. In this policy setting, data collection has advantages and disadvantages that complement those of other enforcement strategies. In this and other policy settings, data collection has power to elicit compliance even in the absence of conventional enforcement.This paper is based on research supported by the National Institute of Education, Grants NIE-G-81-0037, NIE-G-81-0038, and NIE-G-83-0008. We acknowledge with gratitude the research assistance of Rosa Yvonne Herrera, Elizabeth Greenberg, and Lauren Rothfarb, and the encouragement of Grace Mastalli.     

State prison expansion: An explanatory model

This article, through development of an explanatory model called the process model, attempts to account for differences among states in levels of prison expansion. The model recognizes the importance of the tie between prisoner population and prison growth but considers additional factors which mediate this relationship. Given increases in prisoner populations, the model posits that the extent of prison construction is determined by three broad classes of factors: accelarators, which increase the probability of construction, and buffers and inhibitors, which decrease the probability. First, the rudiments of the process model are sketched and the accelerator, buffer, and inhibitor variables are described. Next, the process model is developed more fully through an examination of prison expansion in ten example states. Finally, the implications of the model are explored.     

Mid Staffordshire: a Case Study of Failed Governance and Leadership?

The public inquiry chaired by Robert Francis QC into failings of care at the Mid Staffordshire NHS Foundation Trust made 290 recommendations about matters including: standards of patient care in the National Health Service (NHS); organisational culture and leadership; the use of data and information; the need for greater openness; and compassionate and committed nursing. In this paper, we argue that Mid Staffordshire represented a profound failure of governance and leadership. We use findings from a national research study to analyse the response made by the boards and leadership of NHS hospitals to the inquiry recommendations, setting out the repertoire of board roles and behaviours required for the governance of safe and effective care.     

Ashley Esarey,Mary Alice Haddad,Joanna I. Lewis,and Stevan Harrell,eds., Greening East Asia: the Rise of the Eco-developmental State

Journal of Chinese Political Science -     

The counterinsurgency/conservation nexus: guerrilla livelihoods and the dynamics of conflict and violence in the Virunga National Park,Democratic Republic of the Congo

The growing militarisation of nature conservation has refocused attention on the relations between counterinsurgency and conservation. This contribution analyses how these two phenomena entwine in the Virunga National Park, located in the war-ridden east of the Democratic Republic of the Congo. It examines how this entwinement relates to dynamics of conflict and violence, and how these dynamics shape and are shaped by the livelihood and resistance practices of local inhabitants. As it shows, a particularly important form of resistance is ‘guerrilla livelihood’ activities, or cultivation, (prohibited) fishing and logging within the boundaries of the park, which often take place under the protection of armed groups. By studying the interplay among such unauthorised exploitation of natural resources, different types of conflict, and insurgent mobilisation, it is demonstrated that strict law enforcement and joint operations of the Congolese army and park guards fuel, rather than mitigate, the dynamics feeding into armed mobilisation.     

Profiles of Adolescents’ Perceptions of Democratic Classroom Climate and Students’ Influence: The Effect of School and Community Contexts

Students’ learning experiences and outcomes are shaped by school and classroom contexts. Many studies have shown how an open, democratic classroom climate relates to learning in the citizenship domain and helps nurture active and engaged citizens. However, little research has been undertaken to look at how such a favorable classroom climate may work together with broader school factors. The current study examines data from 14,292 Nordic eighth graders (51% female) who had participated in the International Civic and Citizenship Education Study in 2009, as well as contextual data from 5,657 teachers and 618 principals. Latent class analysis identifies profiles of students’ perceptions of school context, which are further examined with respect to the contextual correlates at the school level using two-level fixed effects multinomial regression analyses. Five distinct student profiles are identified and labeled “alienated”, “indifferent”, “activist”, “debater”, and “communitarian”. Compared to indifferent students, debaters and activists appear more frequently at schools with relatively few social problems; being in the communitarian group is associated with aspects of the wider community. Furthermore, being in one of these three groups (and not in the indifferent group) is more likely when teachers act as role models by engaging in school governance. The results are discussed within the framework of ecological assets and developmental niches for emergent participatory citizenship. The implications are that adults at school could enhance multiple contexts that shape adolescents’ developmental niches to nurture active and informed citizens for democracies.     

Physiological and Behavioral Engagement in Social Contexts as Predictors of Adolescent Depressive Symptoms

Depressive symptoms are considered to have evolutionary social functions to reduce social risks with peers and family members. However, social processes and their relationship to depressive symptoms have been understudied in adolescent boys. Low engagement in social contexts may predict depressive symptoms in adolescent boys, as it may signify efforts to reduce social risks. To address these issues, this study focused on 160 boys at risk for affective problems based on low socioeconomic status. We evaluated how behavioral and physiological engagement in peer and family contexts, respectively, in late childhood predicted depressive symptoms at age 12 and age 15. Social withdrawal was measured across late childhood (ages 9–12) in a camp setting using a latent variable of teacher ratings of withdrawn behavior, peer nominations of withdrawn behavior, and camp counselor ratings of withdrawn behavior. Physiological reactivity was measured during a provocative parent–child conversation using respiratory sinus arrhythmia (RSA) at age 12. Social withdrawal in late childhood predicted depressive symptoms at age 12. The combination of high levels of social withdrawal with peers from ages 9–12 and low RSA reactivity with a parent at age 12 predicted higher depressive symptoms at age 15. Withdrawal in multiple social contexts may place boys at risk for depressive symptoms during the vulnerable period of adolescence.     

Poems: The swimmer; Aphrodite,your curly hair; Wedding dress; The frog prince

On or About December 1910: Early Bloomsbury and Its Intimate World, by Peter Stansky. Cambridge: Harvard University Press, 1996.

Beyond the Homefront: Women's Autobiographical Writing of the Two World Wars, edited by Yvonne M. Klein. London: Macmillan Press, 1997.

From Acting to Performance: Essays in Modernism and Postmodernism, by Philip Auslander. New York: Routledge, 1997.

Writing as Resistance: Four Women Confronting the Holocaust, by Rachel Feldhay Brenner. University Park: The Pennsylvania State University Press, 1997.

The Culture of Wilderness: Agriculture as Colonization in the American West, by Frieda Knobloch. Chapel Hill: The University of North Carolina Press, 1996.

Postmodern Fairy Tales: Gender and Narrative Strategies, by Cristina Bacchilega. Philadelphia: University of Pennsylvania Press, 1997.

Sex, Nation, and Dissent in Irish Writing, edited by Eibhear Walshe. New York: St. Martin's Press, 1997.

Beauty's Body: Femininity and Representation in British Aestheticism, by Kathy Alexis Psomiades. Stanford: Stanford University Press, 1997.

Sexualities in Victorian Britain, edited by Andrew H. Miller and James Eli Adams. Bloomington: Indiana University Press, 1997.

The Literary Biography: Problems and Solutions, edited by Dale Salwak. Iowa City: University of Iowa Press, 1996.     

International Law as Remedy: When the State Breaches Child Protection Statutes

While legislative frameworks prescribe the legal obligations of the parents to protect and nurture their children, there is no equivalent legal framework requiring and sanctioning the conduct of agents of the state who act in loco parentis. In consequence some children continue to be “at risk” and may even be in greater danger once the state has intervened. This is a problem that is not confined to one or two countries, but a matter of global concern that touches most developed and developing nations alike. In this article I ask what remedies are available for addressing this perennial problem and suggest that one option is to use the existing human rights framework embodied in the United Nations Convention on the Rights of the Child (UNCROC) which specifies the rights of children. I outline the reporting UN mechanisms and provide an example of how evidence and argument can be used as part of that reporting process with a view towards securing some of accountability.