GIRL FRIENDS ARE BETTER: GENDER,FRIENDS, AND CRIME AMONG SCHOOL AND STREET YOUTH*

In recent years, popular media has drawn attention to “mean girls” and their negative treatment of others, particularly other females. But while the attention to girls' aggression and their mistreatment of their peers highlights understudied aspects of female behavior, it neglects the beneficial aspects of female friendship. We argue that compared to relationships with males, friendships with females provide more social control, fewer opportunities and less motivation for offending and may therefore discourage crime. Because an adolescent's gender likely influences the association between the gender of one's friends and crime, we anticipate that the association will be stronger for females than for males. The relationship is also likely affected by the context in which relationships originate; we expect that those that develop in less conventional contexts will have weaker effects on crime. We explore these hypotheses with a comparative analysis of effects of friendships on property crime in two samples of youth: those who live at home and attend school and those who are homeless and spend their days and nights on the street. Our findings support our hypotheses. The relationship between female‐dominated friendship networks and property crime is negative and significant; however, this association is strongest for school females, weaker for school males and females who live on the street, and nonsignificant for homeless males.     

Social Class, Child Maltreatment, and Delinquent Behavior

The relationship between social class and child maltreatment and between maltreatment and delinquency were examined, particular attention being paid to previous deficiencies in the operationalization of maltreatment and class. Maltreatment was operationalized with subscales for physical abuse, emotional abuse, and neglect, while social class was operationalized with multiple indicators. Survey data from 110 high school freshmen were analyzed and revealed the following: (a) a weak but consistent inverse correlation between social class and all forms of child maltreatment, (b) a stronger relationship between social class and maltreatment when lower-class membership was operationalized in a manner consistent with the concept of an underclass, (c) that emotional abuse and neglect were correlated positively with all forms of delinquent behavior examined, and (d) that physical abuse was not correlated appreciably and positively with any form of delinquency.     

Budget Deficits in the States: Connecticut

Like many states, the State of Connecticut has recently faced substantial budget problems. This article is one of several that explore budget deficits in the states. We explore the reasons, extent, and current solutions to the budget deficits in Connecticut. Connecticut's fiscal circumstances include very poor accounting practices; dueling revenue estimates; large amounts of debt (both bonded and for post-employment benefits); a structurally strong legislature and governor; a governor and legislative majority of different political parties and fiscal philosophies; and a legislature with the ability to override gubernatorial vetoes. The combination of these ingredients has led to a highly partisan and contentious approach to budget discussions amid some of the largest budget deficits the state has ever experienced.     

From process consultation to a clinical model of development practice

This article argues that two related concepts, process consultation and, in particular, the clinical perspective, developed by the organizational psychologist Edgar Schein, can improve the understanding, teaching and conduct of development practice. Process consultation, which is more than just the application of so-called process approaches, and the clinical perspective are described, and the case for them is put, in relation to contrasts with ethnography and action research and in the light of contemporary debates about the relationship between development studies and development practice. Five particular aspects of the clinical model—the primacy of the ‘helpful intervention’, the subservience of science to helping, its client centredness, its recognition of interventionists’ financial and political status, and its overt normativeness—are seen as particularly relevant to development practice. In conclusion, the clinical model is seen to pose four challenges for development studies: the creation of development's own theory of practice, the establishment of rigorous practitioner training programmes, the consequent institutional change, and an acknowledgement of the implications of development studies’ disciplinary biases. © 1997 by John Wiley & Sons Ltd. Public Admin. Dev. Vol. 17 , 325–340 (1997). No. of Figures: 0. No. of Tables: 0. No. of Refs: 48.     

The Ancient Chinese Dream of Shanghai’s Songjiang

I’VE driven some 200,000 km across China,but for over a decade I always detoured around Shanghai because it wasn’t"real China."To my knowledge,Shanghai was nothing but mud flats until 1844,when Westerners built their international settlement on the now famous     

Systemic Reform: Good Educational Practice with Positive Impacts and Unresolved Problems and Issues

This article describes the National Science Foundation's systemic reform programming, including major accomplishments and barriers to systemic reform. The challenges of systemic reform and new directions for education reform are discussed. The focus in on the results and challenges of policies implemented by the systemic initiatives, namely the mandate for the alignment of standards, curriculum, instruction, and assessment with the implementation of a standards‐based K‐12 mathematics and science education program; increased science and mathematics requirements for high school graduation; the delivery of intensive, high‐quality professional development; and improvement in student achievement after three years of funding. A broader view of education reform in the future will require policymakers and educators to pay more attention to formulating mutually supportive policies across education, health, and social services; establishing fiscal policies that provide sufficient funding to ensure equitable outcomes; and revising accountability policies to facilitate rather than impede the reform efforts.