Patterns of childhood poverty: New challenges for policy

Poverty takes many forms. Using data from the U.S. Panel Study of Income Dynamics, this article (1) distinguishes different kinds of childhood poverty, defined in terms of the spacing, severity, and duration of spells; and (2) establishes the extent and distribution of childhood poverty, employing new measures that take into account both duration and severity. Some strategies for targeting assistance on particular forms of poverty are briefly considered.     

Knowing but not knowing: conflict,development and denial

Drawing on case study material from Uganda and Nepal, this paper highlights the tension between what is ‘known’ and what is ‘done’ by practitioners working in the arena of conflict and development. It explores the forms of knowledge given conceptual and practical influence and the development interventions that are consequently sanctioned or sidelined. Examining Stanley Cohen's work on atrocities and suffering, the paper considers the explanatory potential of the concepts of denial and acknowledgement in the context of conflict and development. It argues that this approach opens conceptual and practical space in which to address the interplay between personal experiences of conflict contexts and institutional barriers to communication and changed practice.     

Evaluation of Probation Case Management (PCM) for Drug-Involved Women Offenders

Based on availability of case management services, drug-involved women offenders entered either a probation case management (PCM) intervention (n = 65) or standard probation (n = 44). Participants were placed in the case management condition until all slots were filled, then placed in standard probation until case management slots opened. Participants were interviewed at program entry and at 6 and 12 month follow-up using measures of substance abuse, psychiatric symptoms, and social support. Results showed modest change over time in both conditions, but PCM did not result in more services or treatment, or in better outcomes, than standard probation. These findings are discussed in the context of study limitations, and in the context of state initiatives like those in Arizona and California designed to apply treatment as an alternative to incarceration.     

THE CORPORAL PUNISHMENT DEBATE IN CANADA

The controversial issue of corporal punishment of children is now before the Supreme Court of Canada. Whether or not Canada's highest court rules that the "reasonable chastisement" defense to charges of assault on children by parents and teachers is unconstitutional, it is likely that Parliament will move forward with reforms. Social science evidence on the negative effects of corporal punishment has been accepted by the federal government, and it seems likely that Canada will soon join the list of countries that prohibit the practice.     

Distributive Justice Antecedents of Race and Gender Disparities in First-Year College Performance

Public education is a sphere of society in which distributive justice with respect to the allocation of opportunities to learn can have profound and lasting effects on students’ educational outcomes. We frame our study in the distributive justice literature, and define just outcomes specifically from a meritocratic and strict egalitarian perspectives in order to investigate how assignment to academic tracks and the availability of opportunities to learn during high school are associated with students’ academic achievement during college. We examine the role of “just” placement into high school academic tracks, “just” access to high-quality teachers, and “just” assignment of secondary schools’ resources in high school, in relation to college freshmen’s grade point averages (GPA). We utilize longitudinal data from a unique dataset with over 15,000 students who spent their academic careers in North Carolina public secondary schools and then attended North Carolina public universities. Our results suggest that “unjust” assignment of students to certain high schools, access to high-quality teachers, and assignment to learn in specific academic tracks result in long-lasting consequences that are reflected in freshman college GPA. Importantly, findings also show that the direction and magnitude of the relationship between distributional injustice at schools and college performance is moderated by students’ own gender and race. Race and gender interact with the high schools’ institutional contexts operationalized by tracking practices, teacher quality, and by school racial and socioeconomic composition. Results show that similar settings do not affect all students in the same ways.     

Mobilizing the Seldom Voter: Campaign Contact and Effects in High-Profile Elections

Decades of research suggests that campaign contact together with an advantageous socioeconomic profile increases the likelihood of casting a ballot. Measurement and modeling handicaps permit a lingering uncertainty about campaign communication as a source of political mobilization however. Using data from a uniquely detailed telephone survey conducted in a pair of highly competitive 2002 U.S. Senate races, we further investigate who gets contacted, in what form, and with what effect. We conclude that even in high-profile, high-dollar races the most important determinant of voter turnout is vote history, but that holding this variable constant reveals a positive effect for campaign communication among “seldom” voters, registered but rarely active participants who—ironically—are less likely than regular or intermittent voters to receive such communication.