Street children in North and Latin America: Preliminary data fromproyecto alternativos in Tegucigalpa and some comparisons with the U.S. case

The decade of the 1980s witnessed a dramatic transformation in the character of homelessness in the United States and elsewhere in the developed world. Whereas in previous decades the U.S. homeless were predominantly older, largely white, brokendown alcoholic men (or at least were stereotypified as such), today a sizable fraction are women and children. Indeed, women, children, and youth now comprise more than three-eighths of the total homeless population of the United States (Wright 1989). As the U.S. homeless have come to be comprised of proportionally more women and children, so have they come more and more to resemble the street populations of the Third World, where homelessness, family disorganization, exploitation, and abandonment of children have become increasingly important problems during the past decade.     

Ways of Knowing and Inclusive Management Practices

The authors engage structural and agentic perspectives to examine opportunities for deliberation and the purposeful role of managers in creating those opportunities. Drawing on actor-network theory as a way of understanding the process of structuring knowledge, this essay focuses on the continuous enactment and reenactment of networks of human and nonhuman actants and the associations that connect them. This thinking is applied to policy issues, which the authors propose should be understood as ways of knowing. The fluidity of such ways of knowing provides opportunities for public managers to use the inclusive practices associated with boundary experiences, boundary objects, and boundary organizations to facilitate deliberation.     

The Street‐Level Bureaucrats of Elections: Selection Methods for Local Election Officials

The 2000 presidential election and the recount battle in Florida focused attention on local election administration in the United States. The Help America Vote Act , passed by the federal government in 2002, requires wholesale changes in voting equipment and other election procedures. However, the law did not address the selection of individuals who manage elections: both state and local election officials play a great role implementing federal and state election laws. Recently, several election reform advocates have argued for shifting to nonpartisan election administrators in the United States. Others, particularly associations representing election officials, have not endorsed that position. To inform this debate, we provide data on the selection methods and party affiliations for all local election officials in the United States (more than 4,500 individuals or commissions). We find considerable variation in the methods used to select state and local election officials in the United States.     

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.     

Judges’ sentencing decisions with older offenders

Older offenders tend to be treated with more leniency in the criminal justice system. A number of studies show that older offenders are less likely to be incarcerated, and when they are incarcerated, are more likely to receive shorter sentences. However, to date, no research has directly examined why such leniency occurs. This study asked U.S. state trial court judges to reflect on their sentencing practices with older offenders and to rate the factors considered most important when sentencing this population. Responses were received from 212 judges. Only 31% of judges acknowledged treating older offenders with greater leniency. These judges also indicated that they predominantly rely on legal factors when making decisions about sentencing with older offenders rather than factors specifically associated with age. Only cognitive impairment was identified by judges as one of the five most important factors to consider when sentencing older offenders. These results are discussed in terms of judges’ awareness of how they weigh information to make legal decisions. The influence of judges’ age and attitudes about aging on sentencing decisions are also explored.