Overcoming poverty and inequality: Rwanda's progress towards the MDGs

Despite the 1994 genocide there has been annual growth in Rwanda every year since 2000. Poverty has decreased; while the MDG target of 23.8% is unlikely to be met by 2015, the future looks hopeful. The goal of reducing hunger is measured by underweight children – already down to target – and extreme poverty – likely to hit the target. Key to success is reducing dependency on the land, but a majority of the population still depend on their farm or plot. However, hitting targets for reducing poverty is not the same thing as abolishing it, and achieving targets does not necessarily solve problems.     

The Evolution of the Determinate Ideal of Sentencing: An Illinois Case Study

The past two decades have witnessed enormous changes in state sentencing structures. While many of the fundamental tenets of the determinate sentencing reform movement have changed since the 1970s, one bedrock principle has remained constant: the belief that the sentencing power of post-conviction administrators must be curbed. Yet, in many jurisdictions, the goal of the reform movement has been frustrated as sentencing discretion has merely shifted from parole boards to prison officials. This article presents a case study from Illinois to illustrate how institutions' adaptive responses to externally imposed reforms can enlarge the gap between the rhetoric and the reality of public policy.     

Peer pressure and adolescent substance use

Peer influence is regarded as one of the strongest determinants of juvenile delinquency and particularly adolescent substance use. A commonly held view is that social pressure from friends to use drugs and alcohol is a major contributor to substance use. Yet the notion of peer pressure, implied by the association between peer-group associations and drug behavior, is seldom tested empirically. As a crucial test of the group pressure model, this research examines the role of peer pressure in mediating the effect of differential association on individual use. Moreover, few studies examine the nature of the relationship between peers and substance use as it relates to the processes leading toand from use. Drawing on differential association and social learning theories, our research specifies the social processes (socialization, group pressure, social selection, and rationalization) which dictate particular causal pathways leading to and from substance use and then estimates the reciprocal influences among differential association, social pressure from peers, attitudes favorable toward substance use, and individual use. Using the 1977–1979 National Youth Survey panel data, we estimate a covariance structural equation model allowing for correlated measurement error. In the cross-sectional analyses, we find no main effects of overt peer pressure on substance use. Estimation of the reciprocal effects model also reveals that overt peer pressure does not significantly influence substance use and does not mediate the effect of differential association. Instead, the influences of socialization, social selection, and rationalization play significant roles in understanding substance use.An earlier version of this paper was presented at the 1994 American Society of Criminology meetings in Miami, Florida.     

Nontraditional Students, Accelerated Programs, Grade Expectations, and Instructor Evaluations

This article is intended as both a cautionary tale and an encouraging guide for instructors who are beginning to teach in accelerated programs designed to attract nontraditional students. This article is based, in part, on classroom action research conducted through surveys, observations, exams, and assessments, in an introductory business law course taught in two different universities. Initially, this article seeks to define and examine the particular issues of the nontraditional student using demographic and anecdotal data gathered on nontraditional students at the University of Cincinnati and traditional students at Southeast Missouri State University. Special attention is given to the role of gender and role strain in nontraditional students. Role strain has three dimensions: (1) role conflict from simultaneous, incompatible demands; (2) role overload (insufficient time to meet all demands); and (3) role contagion or preoccupation with one role while performing another. The article also examines the relationship between grade expectations/grade inflation and instructor evaluations.     

Sexual abuse of vulnerable young and old men

During a 4-year period, aggregated data from Adult Protective Services case files in Virginia revealed 17 cases of sexually abused young, middle-age, and old men. The most common types of sexual abuse across age groups involved instances of sexualized kissing and fondling and unwelcome sexual interest in the individual men's bodies. The majority of alleged perpetrators were male; they typically were similar in age to the men and resided in the same residential facility. In none of the cases was the alleged perpetrator prosecuted. Only two of the men continued to be at risk of further sexual abuse by the alleged perpetrator. Implications of these data for future research and practice include a need for studies that focus on differences between male and female victims, especially concerning investigations and interventions, and for training on reporting and intervention for facilities and agencies and organizations working with victims and alleged perpetrators.     

In Principle <Emphasis Type="Italic">and</Emphasis> in Practice: Learning Political Tolerance in Eastern and Western Europe

Political tolerance is a key democratic value believed to undergird successful and healthy democracies. In nascent democracies especially, citizens must tolerate the views and participation of opposing groups in order to ensure methodical transfers of power with successive elections. Yet, despite its importance, little research considers tolerance outside established democracies. In this paper, we compare political tolerance across eight Eastern European countries and six Western countries. We demonstrate that mean levels of tolerance are lower in the newly democratized countries of Eastern Europe and then examine whether they are a function of East Europeans’ limited experience with democracy. We also test whether established individual-level theories of tolerance replicate across this wide range of new and old democracies. We find some support for theories of democratic learning and also show that models of tolerance operate differently across the range of countries in our sample.

Overview of: “Getting the Law Involved a Quasi-Experiment in Early Intervention Involving Collaboration Between Schools and the District Attorney's Office”

Research Summary Precursors to serious and chronic delinquency often emerge in childhood, stimulating calls for early interventions. Most intervention efforts rely solely on social service programs—often to the exclusion of the juvenile justice system. The juvenile justice system has been reluctant to become involved in the lives of relatively young children fearing net widening or further straining resources that could be used for older youth with documented delinquency histories. We report here the results of an early intervention program sponsored by and housed in a district attorney's office in Louisiana. Using a quasi-experimental design, we examined outcomes associated with program involvement as well as whether the obvious involvement of the prosecutor's office was associated with further reductions in problem behavior.

• 1 : The results revealed that significant reductions in problem behaviors of young children could be attributed to program participation.
• 2 : The obvious involvement of the district attorney's office, however, was associated with limited, albeit significant, reductions in specific problem behaviors.
• 3 : These findings show that successful early intervention efforts can be made part of the juvenile justice system and that in some limited situations prosecutorial involvement can result in positive outcomes.

Policy Implications The expansion of early intervention programming into the juvenile justice system offers opportunities to address early problem behavior. Our study and its results have the following policy implications.

• 1 : Closely coupled partnerships between schools and the juvenile justice system can effectively address, mitigate, and perhaps prevent an early onset of antisocial behavior.
• 2 : Even so, coupling early intervention efforts to the mission of the juvenile justice system warrants debate. Net-widening, resource diffusion, and the potential for officials to rely too heavily on the deterrent characteristics of the justice system represent serious threats to the integrity of effective early intervention programs.
• 3 : We suggest substantial debate and consideration is given before coupling early intervention efforts to the juvenile justice system.