Interrogating Gender Divides in Technology for Education and Development: the Case of the One Laptop per Child Project in Ghana

The One Laptop per Child (OLPC) project aims to make low-cost computers accessible to the “world’s poorest children,” presuming that the gadgets will support their empowerment via education. The project’s success globally, however, has been mixed at best, with many countries terminating their purchases due to cost, inadequate infrastructure, and negative side effects. In October 2010, Ghana suspended the country’s 3-year participation. This study examines the complex history and failure of OLPC Ghana in two pilot schools, one urban and one rural, with particular attention to gender bias. The analysis draws on interviews with government personnel, students, and teachers in the pilot classes. Despite lacking electric power in the rural community, UNDP’s Millennium Villages Project played a strong support role, making OLPC somewhat more effective with less of a gender divide in the rural school than in the urban school in Accra. Both pilot schools faced severe sustainability challenges raising decade-old questions about modernity and technological determinism. Further, in both schools, particularly the urban school, a digital divide by gender was evident.     

Reconsidering Women’s Empowerment: the Contradictory Effects of Microfinance for Guatemalan Women

In light of changing global trends that connect women’s empowerment and development, this paper extends debates by exploring how projects aimed at empowering women in the Global South intertwine with diverse women’s lived realities in ways that complicate assessments of “success” or “failure.” The article begins by analyzing the incorporation of the concept of empowerment into mainstream development, demonstrating that the conceptual fuzziness of empowerment has allowed it to be associated with vastly different development strategies: some have interpreted it narrowly to promote self-help strategies whereas others have interpreted it broadly to promote structural change. The former has targeted women with “choice-enhancing” resources that are thought to have spillover effects; the latter tends to adopt a more holistic approach. In order to explore how these contrasting strategies affect women’s empowerment experiences and outcomes on the ground, this article then draws on comparative ethnographies of two microfinance non-governmental organizations (NGOs) that are emblematic of these diverging approaches. It finds that despite their differences, both spillover and holistic approaches lead to diverse and contradictory experiences that defy easy classification as “empowering” or “disempowering.” This finding reveals the advantages and limitations of relying on the concept of empowerment for evaluating development outcomes and raises questions about our ability to generalize about the effects of the varying approaches encompassed under the current feminization of policy. The analysis also suggests that we should adjust our understanding of women’s agency to include the agency women exercise when they transform, challenge, or reject empowerment projects themselves.     

(Re)categorization as Resistance: Civil Society Mobilizations Around the Preah Vihear Temple

This paper deals with civil society mobilizations and resistance in relation to a world heritage site—the ninth-century Khmer temple Preah Vihear, which is located in the northern province of Cambodia and borders eastern Thailand. In particular, the paper explores resistance in terms of (re)categorizations from a historical and discursive–materialistic perspective. The field of resistance studies has mainly been preoccupied with entities such as texts, signs, symbols, identity, and language. In this article, however, we bring in physical and material entities in order to display the ways in which matter is of importance in the (re)construction of discourses and thereby for resistance.     

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.     

Childhood Adversity and Early Initiation of Alcohol Use in Two Representative Samples of Puerto Rican Youth

Early alcohol use is associated with multiple negative outcomes later in life, including substance use disorders. Identification of factors related to this very early risk indicator can help inform early prevention efforts. This study prospectively examined the relationship between childhood adversities and early initiation of alcohol use (by age 14) among Puerto Rican youth, the Latino subgroup at highest risk for alcohol use disorders in adulthood. The data come from the Boricua Youth Study, a longitudinal study of Puerto Rican youth in two sites (South Bronx, New York, and the standard metropolitan area of San Juan, Puerto Rico). We focus on youth who were ages 10 and older at Wave 1 [M _{age at Wave 1} (SE)?=?11.64(0.05), N?=?1259, 48.85?% females]. Twelve childhood adversities were measured at Wave 1 and include 10 adverse childhood experiences commonly studied and two additional ones (exposure to violence and discrimination) that were deemed relevant for this study’s population. Early initiation of alcohol use was determined based on youth report at Waves 1 through 3 (each wave 1 year apart). Cox proportional hazards models showed that, when considered individually, adversities reflecting child maltreatment, parental maladjustment, and sociocultural stressors were related to early initiation of alcohol use. Significant gender interactions were identified for parental emotional problems and exposure to violence, with associations found among girls only. Adversities often co-occurred, and when they were considered jointly, physical and emotional abuse, parental antisocial personality, and exposure to violence had independent associations with early alcohol use, with a stronger influence of exposure to violence in girls compared to boys. The accumulation of adversities, regardless of the specific type of exposure, increased the risk for starting to drink at a young age in a linear way. The associations between childhood adversities and early alcohol use were generally consistent across sociocultural contexts, in spite of differences in the prevalence of exposure to adversity. Our findings highlight the importance of targeting multiple adversities and expanding the notion of adversity to capture the experiences of specific groups more adequately.     

Correlates of Childhood vs. Adolescence Internalizing Symptomatology from Infancy to Young Adulthood

In light of its associations with child and adolescent health and well-being, there remains a need to better understand the etiological underpinnings and developmental course of internalizing symptomatology in children and adolescents. This study leveraged intensive longitudinal data (N?=?959; 49.6?% females) to test the hypothesis that internalizing symptoms in childhood may be driven more strongly by family experiences whereas internalizing symptoms in adolescence may derive more uniquely from familial loading for affective disorders (i.e., maternal depression). We evaluated the relative contributions of (a) family experiences (b) maternal depression, and (c) peer influences in testing this hypothesis. The results indicated that family predictors were more strongly correlated with childhood (relative to adolescent) internalizing symptoms. In contrast to previous findings, maternal depression also exhibited stronger associations with childhood internalizing symptoms. Although often overlooked in theories concerning potential differential origins of childhood vs. adolescent internalizing symptomatology, peer experiences explained unique variation in both childhood and adolescent internalizing problems.     

Cognitive Vulnerabilities to Depression for Adolescents in Single-Mother and Two-Parent Families

Although research consistently suggests that adolescents in single-mother families are at increased risk for depression, the mechanisms that explain this relationship are unclear. In a community sample of adolescents (N?=?368; ages 12–16; 50?% female; 50?% White) and their mothers (42?% single), adolescents completed measures of depressive symptoms, rumination, and depressogenic inferential style at baseline and two yearly follow-ups. Mothers reported on stressful events that occurred in the child’s life from birth until baseline. Adolescents raised by single mothers, relative to partnered mothers, experienced more childhood stressors and higher rumination levels at 1-year follow-up. Additionally, higher rumination mediated the relationship between single motherhood and greater youth depressive symptoms at the 2-year follow-up. Clinical implications and developmental considerations are discussed.     

The Role of Perceived Stress and Self-Efficacy in Young People’s Life Satisfaction: A Longitudinal Study

Life satisfaction is an important indicator of successful development. However, adolescents’ life satisfaction tends to be relatively unsteady, and environmental influences play a critical role in shaping life satisfaction among adolescents in the transition to young adulthood. Given the paramount importance that education plays in adolescents’ lives, adolescents’ life satisfaction may vary as a function of school-related stress experience. At the same time, coping resources may help reduce adverse effects of stress on life satisfaction. With this in mind, we examined whether, and to what extent, perceived stress in education and general self-efficacy (a resource that facilitates coping) affect the life satisfaction of adolescents in transition to young adulthood. We distinguished between baseline levels of stress and self-efficacy and within-person change in stress and self-efficacy to determine whether life satisfaction is sensitive to fluctuations in stress and self-efficacy when person-specific levels of stress and self-efficacy are taken into account. Estimating growth curve models on data from a panel study on the life trajectories of compulsory-school leavers (n?=?5126, 55.3?% female), we found that baseline levels of stress and self-efficacy, as well as within-person change in stress and self-efficacy, affected adolescents’ life satisfaction. Moreover, our results showed that baseline self-efficacy mitigated the negative effect of baseline stress on life satisfaction. These findings improve our understanding of two major psychological determinants of adolescents’ life satisfaction and extend our knowledge of life satisfaction trajectories during the transition to young adulthood.