Consequences of Forced Residential Relocation: Early Impacts of Urban Renewal Strategies on Forced Relocatees’ Housing Opportunities and Socioeconomic Outcomes

Policymakers have actively pursued urban renewal and dispersal programs to deconcentrate poverty in urban neighborhoods. Relocation strategies lead to new housing opportunities and may encourage employment opportunities for relocated residents if resourceful contacts and job information become more easily available after the move. This study provides an innovative evaluation of the early impacts of involuntary relocation programs in the Netherlands on the housing careers, earnings and employment rates of forced relocatees. It establishes a quasi-experimental design by employing unique longitudinal individual-level population registry data from Statistics Netherlands: forced relocatees are tracked and matched to a control group consisting of similar residents that were not forced to move. A difference-in-difference design shows that forced relocatees are living in less deprived neighborhoods after the move. However, we find no conclusive evidence that this upgrade in housing leads to more socioeconomic opportunities for the forced relocatees.     

Reciprocal Relationships between Teacher Ratings of Internalizing and Externalizing Behaviors in Adolescents with Different Levels of Cognitive Abilities

Are internalizing and externalizing behavior problems interrelated via mutually reinforcing relationships (with each behavior leading to increases over time in levels of the other behavior) or mutually suppressing relationships (with each behavior leading to decreases over time in levels of the other behavior)? Past research on the directionality of these relationships has led to ambiguous results, particularly in adolescence. Furthermore, the extent to which prior results will generalize to adolescents with low levels of cognitive abilities remains unknown. This second limit is particularly important, given that these adolescents are known to present higher levels of externalizing and internalizing behaviors than their peers with average-to-high levels of cognitive abilities, and that the mechanisms involved in the reciprocal relationships between these two types of behaviors may differ across both populations. This study examines the directionality of the longitudinal relationships between externalizing and internalizing behavior problems as rated by teachers across three measurement waves (corresponding to Grades 8–10) in matched samples of 138 adolescents (34.78?% girls) with low levels of cognitive abilities and 556 adolescents (44.88?% girls) with average-to-high levels of cognitive abilities. The results showed that the measurement structure was fully equivalent across time periods and groups of adolescents, revealing high levels of developmental stability in both types of problems, and moderately high levels of cross-sectional associations. Levels of both internalizing and externalizing behaviors were higher among adolescents with low levels of cognitive abilities relative to those with average-to-high levels of cognitive abilities. Finally, the predictive analyses revealed negative reciprocal longitudinal relationships (i.e., mutually suppressing relationships) between externalizing and internalizing problems, a result that was replicated within samples of adolescents with low, and average-to-high levels of cognitive ability.     

Narrating Indigenous Boundaries: Postcolonial and Decolonial Storytelling in Northern Minnesota

This article examines two narrative case studies, one biography and one traditional indigenous story, as they inform the dynamics of community, politics, and nationhood for Anishinaabe indigenous people in northern Minnesota. The narratives both provide power and legitimacy to Anishinaabe national identity but inform different political projects of decolonial and postcolonial nationalism, respectively, complicating both settler and indigenous attempts to define indigenous nationhood in a way that is fixed and static. This finding is used to critique the dominant nation-state centric notions of nationhood and to propose alternative modes of understanding nationhood in the context of indigenous politics.     

What/who is still missing in International Relations scholarship? Situating Africa as an agent in IR theorising

This paper engages with non-Western, specifically African, scholarship and insight with the goal of highlighting the importance of African contributions to IR theorising. We highlight the Western dominance in IR theorising and examine the inadequacy of the major analytical constructs provided by established IR theory in capturing and explaining shifting reality in Africa. We argue that African insights, experience and ideas present a challenge to dominant IR constructs and knowledge within the international system, and that these insights, when taken seriously, would enrich our understanding of IR. We show this by problematising some central (often taken-for-granted) IR concepts such as the state, liberalism and individualism and underscore the need to reconstruct more encompassing ‘stories’ and images to innovate, revise and potentially replace some of the conventional ‘stories’ that have been told in IR.     

Secrecy and Self-Interest: When Mediators Act Deceitfully

3rd party intervention in interstate conflict is a common strategy for mitigating conflict and obtaining a final agreement. However, not all mediations are successful, leading to the development of a rich literature on the mechanisms which decrease the probability of failure in a 3rd-party intervention. Within this literature, some studies examine how a mediator’ behavior and incentives affect the result of the mediation. Virtually all these studies assume that the mediator is virtuous such that peace is the most desired outcome of a conflict for her. However, this study challenges this assumption and contends that a mediator can gain benefit from the conflict between disputants. If this benefit is adequately large to overcome the benefits of peace, then the mediator has enough incentive not to conduct the mediation toward a peaceful outcome. We develop a signaling game model to study this issue formally and test the proposed hypothesis empirically.     

The Future of Leadership in Public Universities: Is Shared Leadership the Answer?

Leadership of public universities has come under fire—from scandals, from funding, from students, from every direction. Top‐down leadership of institutions of higher education has been described as a “disease.” Shared governance—a mechanism of faculty representation in the leadership and decision‐making processes—a seeming alternative, has been described as “a recipe for paralysis.” In this article, the authors proffer shared leadership as a potential elixir for leading public institutions of higher learning, unleashing creative potential, focusing on pressing strategic imperatives, and enabling sustainable systems that leverage true talent to maximum effect. It is time to move beyond the moribund myth of top‐down heroic leadership and beyond the bureaucratic, political quagmire of the current state of affairs in shared governance. Is shared leadership the answer?