Does Urban Public Housing Diminish the Social Capital and Labor Force Activity of Its Tenants?

This paper investigates the effect of urban public housing on the social capital and labor force activity of its tenants using cross‐sectional survey data from the Multi‐City Study of Urban Inequality (MSCUI). A structural equation model of the hypothesized direct and indirect effects of public housing and neighborhood disadvantage on social capital and labor force activity is specified and fitted to these data. The modeling results suggest that urban public housing is strongly associated with neighborhood disadvantage but has little or no direct effect on either social capital or labor force activity. And while public housing may have indirect effects on social capital and labor force activity through neighborhood poverty, these indirect effects appear to be small. These findings have implications for the current emphasis in urban public housing policy on moving residents into the private housing market and reducing poverty concentration. © 2001 by the Association for Public Policy Analysis and Management.     

THE GROWNING INTERNATIONAL ACTIVITIES OF THE AMERICAN STATES1

This article examines state responses to the changing global economy, by exploring the growth of state international economic activities, variations in these activities, factors promoting and limiting state involvement in international affairs, and implications of these trends for the implementation of state economic development policies. Global economic competition, a changing domestic political and economic landscape, the modernization of state government, and increasingly open international markets have inspired states to increase their international activities. Consequently, dramatic growth in state international activities has occurred in the fields of trade promotion and economic development. Yet, state and local involvement in international affairs has not been universally accepted nor consistently funded.     

LGB and Questioning Students in Schools: The Moderating Effects of Homophobic Bullying and School Climate on Negative Outcomes

Lesbian, gay, and bisexual students (LGB) and those questioning their sexual orientation are often at great risk for negative outcomes like depression, suicidality, drug use, and school difficulties (Elliot and Kilpatrick, How to Stop Bullying, A KIDSCAPE Guide to Training, 1994; Mufoz-Plaza et al., High Sch J 85:52–63, 2002; Treadway and Yoakam, J School Health 62(7):352–357, 1992). This study examined how school contextual factors such as homophobic victimization and school climate influence negative outcomes in LGB and questioning middle school students. Participants were 7,376 7th and 8th grade students from a large Midwestern county (50.7% Female, 72.7% White, 7.7% Biracial, 6.9% Black, 5.2% Asian, 3.7% Hispanic, and 2.2% reported “other”). LGB and sexually questioning youth were more likely to report high levels of bullying, homophobic victimization, and various negative outcomes than heterosexual youth. Students who were questioning their sexual orientation reported the most bullying, the most homophobic victimization, the most drug use, the most feelings of depression and suicidality, and more truancy than either heterosexual or LGB students. A positive school climate and a lack of homophobic victimization moderated the differences among sexual orientation status and outcomes. Results indicate that schools have the ability to lessen negative outcomes for LGB and sexually questioning students through creating positive climates and reducing homophobic teasing.