FROM THE INSIDE OUT: CALLING ON STATES TO PROVIDE MEDICALLY NECESSARY CARE TO TRANSGENDER YOUTH IN FOSTER CARE

It is well known that transgender youth in foster care often face egregious discrimination and victimization based on their gender identities. Unfortunately, transgender youth in foster care have also been deprived of transgender-specific medical care that is vital to their health and well-being. This Note advocates that child welfare agencies adopt legislation that will demonstrate their commitment to fulfilling their constitutional duty to provide medically necessary care to transgender youth in their custody. This Note examines recent case law on the topic and addresses counterarguments to the proposal, including risks associated with treatment, high cost, and the stigma of gender identity disorder. Ultimately, this Note concludes that adopting the proposed legislation is a necessary step toward securing health care rights for transgender foster care youth.     

Gender-Based Violence Prevention Workshops: An Experimental Evaluation of Efficacy

Gender-based violence has become an increasingly visible and salient public problem. In the Fall of 2015, the University of Connecticut’s Violence Against Women Prevention Program (VAWPP) implemented interactive workshops in first-year experience (FYE) classes to reduce rape myth acceptance, improve knowledge and understanding of the University’s affirmative consent policy, and increase confidence in interpreting cues related to sexual consent. This randomized experimental design tested whether these outcomes were realized as a result of the workshops. In almost all instances, the workshops substantially and statistically significantly decreased students’ rape myth acceptance, increased their knowledge and understanding of consent, and improved their confidence in cue interpretation.     

Achieving the Promise to Leave No Girl behind in Commonwealth Countries

ABSTRACT

The education Sustainable Development Goal includes a commitment to ensuring that all children – regardless of their gender and circumstances within which they are born – should complete free, equitable and quality primary and secondary education. The Commonwealth Heads of Government Meeting in April 2018 re-affirmed the importance of 12 years of quality education for all, particularly marginalised groups including disadvantaged girls. To inform these commitments, this paper aims to situate the current evidence on girls’ education across the 53 countries in the Commonwealth, with a particular focus on low- and lower-middle income countries where the challenges are the greatest. It identifies the current status of access to school and learning, and highlights trends in domestic and aid financing to support the targets. It then presents evidence on interventions aimed at tackling barriers to girls’ access and learning to achieve the commitments. The paper argues a need not only to focus on gender parity in education – i.e. an equal proportion of girls and boys in school and learning – but also to pay greater attention to the more ambitious target of gender equality, which requires an end to discrimination if a truly level playing field is to be achieved.     

A Longitudinal Investigation of Cognitive Self-schemas across Adolescent Development

Research in developmental psychology highlights youth’s self-schemas as one possible pathway to improve adolescents’ functioning and promote positive developmental outcomes. Despite this, the trajectory of positive and negative self-schemas is relatively understudied. This study addresses this limitation by empirically examining the trajectory of self-schemas in a community sample of 623 youth (M?=?13.04 years; 54% female; 49% African American, 4% Biracial, 47% European American) who were followed over a seven-year period. Caregivers completed measures of parenting practices, maternal rumination and negative inferential style, and adolescents completed a computerized behavioral task assessing self-schemas (i.e., mental frameworks that guide attention, interpretation, and memory of one’s experiences). Multilevel growth curve modeling results demonstrated a quadratic slope for negative self-schemas and no mean-level change for positive self-schemas. These trajectories did not vary by gender or racial group. However, parenting factors differentially influenced the trajectories. Specifically, higher levels of parental involvement at baseline, or an active interest and engagement in a child’s experiences and activities, related to lower levels of negative self-schemas during adolescence. Additionally, higher levels of parental rumination and parental negative control at baseline related to lower levels of youth positive self-schemas at baseline. These findings contribute to models of youth cognitive development.

     

Who Chooses STEM Careers? Using A Relative Cognitive Strength and Interest Model to Predict Careers in Science,Technology, Engineering,and Mathematics

Career aspirations in science, technology, engineering, and mathematics (STEM) are formulated in adolescence, making the high school years a critical time period for identifying the cognitive and motivational factors that increase the likelihood of future STEM employment. While past research has mainly focused on absolute cognitive ability levels in math and verbal domains, the current study tested whether relative cognitive strengths and interests in math, science, and verbal domains in high school were more accurate predictors of STEM career decisions. Data were drawn from a national longitudinal study in the United States (N?=?1762; 48?% female; the first wave during ninth grade and the last wave at age 33). Results revealed that in the high-verbal/high-math/high-science ability group, individuals with higher science task values and lower orientation toward altruism were more likely to select STEM occupations. In the low-verbal/moderate-math/moderate-science ability group, individuals with higher math ability and higher math task values were more likely to select STEM occupations. The findings suggest that youth with asymmetrical cognitive ability profiles are more likely to select careers that utilize their cognitive strengths rather than their weaknesses, while symmetrical cognitive ability profiles may grant youth more flexibility in their options, allowing their interests and values to guide their career decisions.     

Does Everyone’s Motivational Beliefs about Physical Science Decline in Secondary School?: Heterogeneity of Adolescents’ Achievement Motivation Trajectories in Physics and Chemistry

Students’ motivational beliefs about learning physical science are critical for achieving positive educational outcomes. In this study, we incorporated expectancy-value theory to capture the heterogeneity of adolescents’ motivational trajectories in physics and chemistry from seventh to twelfth grade and linked these trajectories to science-related outcomes. We used a cross-sequential design based on three different cohorts of adolescents (N?=?699; 51.5?% female; 95?% European American; M _ages for youngest, middle, and oldest cohorts at the first wave?=?13.2, 14.1, and 15.3 years) coming from ten public secondary schools. Although many studies claim that physical science motivation declines on average over time, we identified seven differential motivational trajectories of ability self-concept and task values, and found associations of these trajectories with science achievement, advanced science course taking, and science career aspirations. Adolescents’ ability self-concept and task values in physics and chemistry were also positively related and interlinked over time. Examining how students’ motivational beliefs about physical science develop in secondary school offers insight into the capacity of different groups of students to successfully adapt to their changing educational environments.     

A State Census of Unsubmitted Sexual Assault Kits: Comparing Forensic DNA Testing Outcomes by Geographic and Population Density Characteristics*

A growing number of U.S. cities and states have large numbers of unsubmitted sexual assault kits (SAKs) in police property facilities. Prior research conducted in large urban cities has found that testing these kits yields a sizable number of DNA profiles that meet FBI eligibility for upload to the national criminal DNA database CODIS (Combined DNA Index System) and uploaded profiles return a substantial number of matches to existing criminal profiles in CODIS. It is unknown whether these findings are unique to large urban cities with high crime rates. The purpose of current study was to document forensic testing outcomes from a state census of previously unsubmitted SAKs, which included large urban–suburban centers, as well as smaller cities and rural counties. We inventoried all previously unsubmitted SAKs in Michigan (N = 3422 SAKs) and submitted all kits for forensic DNA testing. A total of n = 1239 SAKs had a DNA profile that met eligibility for upload into CODIS (36.2% unconditional, 56.5% conditional CODIS eligible rate) and n = 585 SAKs yielded a CODIS Hit (17.1% unconditional, 47.2% conditional CODIS hit rate). These rates are consistent with studies from urban areas suggesting approximately half of SAKs tested yield a CODIS profile and approximately half of those uploaded profiles yield a hit. We compared SAK forensic testing outcomes by geographic and population density characteristics, and although rates were often higher in larger metropolitan areas, the obtained rates in micropolitan and rural areas suggest testing is warranted in smaller jurisdictions as well.     

Cognitive Vulnerabilities Amplify the Effect of Early Pubertal Timing on Interpersonal Stress Generation During Adolescence

Early pubertal timing has been found to confer risk for the occurrence of interpersonal stressful events during adolescence. However, pre-existing vulnerabilities may exacerbate the effects of early pubertal timing on the occurrence of stressors. Thus, the current study prospectively examined whether cognitive vulnerabilities amplified the effects of early pubertal timing on interpersonal stress generation. In a diverse sample of 310 adolescents (M age = 12.83 years, 55 % female; 53 % African American), early pubertal timing predicted higher levels of interpersonal dependent events among adolescents with more negative cognitive style and rumination, but not among adolescents with lower levels of these cognitive vulnerabilities. These findings suggest that cognitive vulnerabilities may heighten the risk of generating interpersonal stress for adolescents who undergo early pubertal maturation, which may subsequently place adolescents at greater risk for the development of psychopathology.     

Collective Remittances and Transnational Coproduction: the 3 × 1 Program for Migrants and Household Access to Public Goods in Mexico

Migrant hometown associations (HTAs) are mobilizing collective remittances to improve social welfare in their countries of origin. This paper assesses the effect of transnational coproduction of public goods in migrants’ places of origin by studying the 3?×?1 Program for Migrants. The 3?×?1 Program is a national social spending program in which the Mexican local, state, and federal government matches HTAs’ collective remittances to improve public services through cross-border public–private partnerships. The statistical analysis across municipalities that do and do not participate in the 3?×?1 Program shows that coproduction improves citizens’ access to public sanitation, drainage, and water, although not electricity. Moreover, a negative and statistically significant interaction term between 3?×?1 Program expenditures and family remittances reveals a substitution effect: in the presence of transnational coproduction, migrant households are less likely to improve public goods using family remittance resources, but in the absence of 3?×?1 Program participation they continue to improve their hometowns with family remittances. This research offers a theoretical mechanism and supporting empirical evidence of an important kind of intermediary institution improving social welfare in migrant places of origin.