The Pivotal Role of Adolescent Autonomy in Secondary School Classrooms

Student engagement is an important contributor to school success, yet high school students routinely describe themselves as disengaged. Identifying factors that alter (increase) engagement is a key aspect of improving support for student achievement. This study investigated students’ perceptions of autonomy, teacher connection, and academic competence as predictors of changes in student engagement within the classroom from the start to the end of a course. Participants were 578 (58% female) diverse (67.8% White, 25.2% African American, 5.1% Hispanic, 1.2% Asian American) high school students from 34 classrooms who provided questionnaire data both at the start and the end of a single course. Novel results from a cross-lagged model demonstrated that students who perceived their classrooms as allowing and encouraging their own autonomy in the first few weeks increased their engagement throughout the course, rather than the typical decline in engagement that was demonstrated by students in other classrooms. This finding is unique in that it extended to both students’ perceptions of engagement and observations of student engagement, suggesting a fairly robust pattern. The pertinence of this finding to adolescent developmental needs and its relationship to educational practice is discussed.     

“I’m totally transariffic”: Exploring how Transgender and Gender-expansive Youth and Young Adults Make Sense of their Challenges and Successes

As transgender and gender-expansive (TGE) youth and young adults (YYA) navigate challenging environments, they often seek spaces for safety and acceptance. This study explores ways in which a group of TGE YYA who were engaged with a community-based service organization make sense of their experiences, challenges, and successes in ways that illuminate the factors and processes associated with resilience. Secondary data analysis was conducted on qualitative responses from 85 TGE YYA ages 13–24. The themes that emerged provide insight into the ways community-based programs and providers can understand and support the resilience of TGE YYA.     

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.     

Similarities and Differences in Victimization Risk Factors for Nonoffending and Offending Substance Users

In this cross-sectional study of substance users in Norway, the authors describe the patterns of victimization and investigate the factors associated with victimization, for nonoffenders and offenders separately. Recent victimization was reported by 59%, and the victimization rate was higher among offenders compared with nonoffenders (69% and 43%, p < .001). Women, regardless of offender status, experienced more victimization. Unstable housing was associated with victimization among nonoffenders, whereas markers for more severe substance use and indicators for poor mental health were associated with victimization in both groups. Addressing these factors may be important in reducing victimization and its negative outcomes among substance users.     

Meta‐Governance of Partnerships for Sustainable Development: Actors' Perspectives from Kenya

The 2030 Agenda for Sustainable Development promotes multi‐stakeholder partnerships (MSPs) as a means of implementation while at the same time putting renewed focus on the need for national‐level ownership and implementation. Despite the fact that an ever growing body of literature on the merits and drawbacks of MSPs delineates several success conditions for partnerships, efforts to translate this knowledge into national‐level meta‐governance for MSPs remain marginal to date. This study outlines the benefits the literature alleges for such “meta‐governance” frameworks, before it uses a country‐level study with a series of stakeholder interviews to take a closer look at national‐level context conditions and lessons learned with regard to two water partnerships in Kenya. Our findings suggest that to date the existing meta‐governance for partnerships in Kenya is rather weak and fragmented. Yet respondents support the view that MSPs could benefit from such a framework, in particular regarding local ownership of MSPs and the potential to scale successful cases. Copyright © 2017 John Wiley & Sons, Ltd.     

Reflections on mentoring experiences for evidence-informed decision-making in South Africa and Malawi

This article is based on the consensus that the availability and utilisation of research enhances policy discussions. The article reflects on the experiences within one approach: capacity building through mentoring. The UJ-BCURE programme aimed to increase the capacity of decision-makers to use evidence in decision-making via mentoring models. Mentoring is described as an interactive, facilitated process that promotes learning. The features of the models that have contributed to the programme’s success are orientation workshops with mentees combined with participatory, needs-led, and flexible approaches. UJ-BCURE experiences are relevant to the field of evidence-informed decision-making in an African government context.     

Foreign threat and political party change: Russia and changes in party manifestos

How do political parties react to foreign security threats? There has been very little attention paid in the literature generally to how parties react to international events, particularly how parties react to foreign policy threats. Using data from the Comparative Manifesto Project, we examine how political parties in countries in Europe have reacted to Russian actions in terms of their emphasis on security issues. Based upon our analysis of the manifestoes from 331 parties in 36 countries we find that, generally, interstate threats have no significant effect on the military position adopted by political parties, although these effects vary by party type and by the type of threat. Russian based threats appear to be associated with the Far Left becoming more dovish (which is consistent with what would be expected by the literature) and the Far Right becoming significantly less hawkish.     

“Gendering” European security: policy changes,reform coalitions and opposition in the OSCE

The Organisation for Security and Co-operation in Europe (OSCE) has rarely been considered in scholarship on gender and security, even though it was one of the regional security organisations whose gender policy predated the United Nations Security Council’s call for more international attention to issues related to women, peace and security in October 2000. Based on an analysis of official OSCE documents and on semi-structured interviews, we trace the integration of gender issues in the OSCE and explore the rationale behind and the challenges associated with it. We identify two phases of gender policy change in the OSCE and show how the integration of UNSCR 1325 brought about an expansion of OSCE gender policy from an exclusive focus on “soft” security issues towards increased inclusion of gender in the area of “hard” security. Drawing on historical and feminist institutionalism, we argue that reform coalitions were crucial for the policy changes in the OSCE but that they encountered institutional and ideational barriers, which hampered implementation of the gender policy. In light of rising opposition, our analysis warns of a backlash that might jeopardise current achievements.     

Silence and Articulation—Whiteness,Racialization and Feminist Memory Work

Racialization is a constant process of “doing race”. Critical whiteness studies make efforts to address the silencing of whiteness in mainstream white feminism. In this article memory work is explored as a possible method for studies of whiteness as an unmarked majority position. The focus is on methodological practices or “how‐to‐do” questions. Starting from feminist epistemology the author investigates ways of practising the epistemological standpoint of situated knowledges. Feminist epistemology, despite its disagreements, has pointed to the importance of positioning work for scientific knowledge production. The relationship between racialization as an analytical concept and whiteness as dominant majority position is complicated. Usually memory work is employed to address gender or more specifically femininity, but, as argued here, it is well suited to investigations of racialization, too. The analysis shows that silent avoidance of matters associated with whiteness helps keep the majority position in place; whiteness is co‐produced with silence through avoidance in concrete everyday situations. Despite a number of problematic aspects, memory work proved productive in bridging the gap between an epistemological standpoint and the nitty‐gritty work of doing empirical research. It helped clarify racialization as a relational phenomenon and shows how lack of attention to or awareness of race has implications for scientific knowledge production.