The Unintended Consequences of Structural Change: When Formal and Informal Institutions Collide in Efforts to Address Wicked Problems

Significant restructuring of bureaucracies has occurred to facilitate joined-up working. This article draws on new institutionalism to explore the rationale behind the use of structural change for the promotion of joined-up working. It argues that a strong institutionalized myth has emerged which has created isomorphic pressures in the public sector to instigate structural changes in the name of vertical integration. These combine with informal institutions in ways that can be both productive and unproductive, highlighting the need to find a balance between formal institutional change and informal institutionalized practices, which often go unacknowledged as a powerful influence on policy.     

School and Neighborhood Contexts,Perceptions of Racial Discrimination,and Psychological Well-being Among African American Adolescents

The present study examined contextual influences on the relationship between racial discrimination (individual, cultural, and collective/institutional) and psychological well-being. Two hundred and fifty two African American adolescents (46% male and 54% female, average age = 16) completed measures of racial discrimination, self-esteem, depressive symptoms and life satisfaction. Archival information regarding the racial/ethnic composition of the participants’ neighborhoods and schools was used and increased school diversity was linked to increased perceptions of cultural discrimination. Regardless of school and neighborhood diversity, high perceptions of collective/institutional discrimination were linked to lower self-esteem for students in high diversity settings. Further, high levels of collective/institutional discrimination were associated with lower life satisfaction for African American youth in low diversity settings.

The political cost of public–private partnerships: Theory and evidence from Colombian infrastructure development

Infrastructure public–private partnerships (PPPs) eschew traditional public management to provide distributive goods worldwide. Yet, in Colombia, the context of our study, both the promise of and voters' experience with PPPs hinder incumbent parties in elections when theories of distributive politics expect otherwise. We argue that negative experiences with PPPs introduce a sociotropic turn in individual voting: bad experience crowds out the possibility that promising a new project will improve a voter's own welfare. Studying what are, to our knowledge, all 109 Colombian PPP projects between 1998 and 2014, and over 8,700 individual survey responses, our evidence shows that vote intention for the incumbent executive or his party decreases as experience with more PPPs in respondents' districts increases. Our analysis and results introduce an important agenda for research into the political significance of these legacies of new public management.     

The economic role of middle-class women in Victorian Glasgow

Abstract

It has long been recognised that working-class women in the nineteenth century participated in waged labour, albeit dependent on marital status, stage in family life cycle, and locality. Middle-class women's economic role has been less fully explored, although it has been acknowledged that they played an informal, ‘hidden’ role in the economy. This article examines the extent of middle-class women's economic activity and independence by looking in detail at a residential area of Glasgow in the period 1850-1914. The authors demonstrate that women could negotiate the parameters of a gendered and limited labour market, the legal constraints on their property rights, and social constraints on their economic freedom, in order to achieve considerable economic autonomy and influence     

Does This Make Me Look Fat? Peer Crowd and Peer Contributions to Adolescent Girls’ Weight Control Behaviors

Based on the Theory of Reasoned Action, this study evaluated a “socialization” model linking girls’ peer crowd affiliations (e.g., Jocks, Populars) with their own weight concern, perceived peer weight norms, and weight control behaviors. An alternative “selection” model was also evaluated. Girls (N = 236; M age = 15.95 years) from diverse ethnic backgrounds completed surveys assessing peer crowd affiliation, their own concern with weight, perceptions of peers’ concern with weight, and weight control behaviors. Models were evaluated using SEM. The socialization model demonstrated good fit; the alternative selection model did not. Specifically, girls’ level of identification with certain peer crowds (Jocks, Burnouts, Alternatives) was associated with girls’ reported own concern and perceived peer concern with weight. Additionally, girls’ own concern and peer norms were related independently to girls’ weight control behaviors. Findings suggest that peer crowds and girls’ own and peer weight norms may be important targets of prevention efforts.

The Influence of Cognitive Development and Perceived Racial Discrimination on the Psychological Well-being of African American Youth

The present study examined the influence of cognitive development in the relationship between multiple types of racial discrimination and psychological well-being. A sample of 322 African American adolescents (53% female), aged 13–18, completed measures of cognitive development, racial discrimination, self-esteem and depressive symptoms. Based on the cognitive development measure, youth were categorized as having pre-formal or formal reasoning abilities. The results indicate no significant differences in perceptions of individual, cultural or collective/institutional racism between pre-formal reasoning and formal reasoning adolescents. However, the results do suggest that perceptions of collective/institutional racism were more harmful for the self-esteem of pre-formal reasoning youth than the self-esteem of formal reasoning youth. The implications for the racial discrimination literature among African American adolescents are discussed.     

Introduction to dalit poems

Abstract

The word dalit in Marathi, the language spoken by 50 million people in the state of Maharashtra in Western India, means “downtrodden,” “ground down,” or “depressed.” A caste-less word which ex-Untouchables have chosen for the new school of literature they have created, it includes all those who have suffered from the religio-social system. Short stories by ex-Untouchables began to appear in the 1950s, but the great swelling of creativity — poetry, novels, short stories, plays — appeared only in the late 1960s. The school is acknowledged by the Marathi literary establishment as a new and important development in the long history of Marathi literature. It represents a new voice, and its themes are protest, grievance, pride — and often revolution.     

Rational fantasies

This is a case study of how (and why) the National Institute of Education used program evaluation and systematic planning, both orchestrated by guidelines and rules, for managing the implementation of one broad-aim educational innovation. The story has two main themes. The minor theme concerns uncertainty—about the goals of the innovation, how to develop them, and, indeed, NIE's survival. The major theme concerns NIE's attempt to use rational management strategies—evaluation and long-range planning—to reduce the uncertainties. It was hoped that guidelines would shape the developers' evaluation and planning efforts to produce information which would satisfy a variety of audiences—NIE top managers, Congress, oversight bureaus, the academic community. The case study will show that this use of rationality and control to direct the innovation's implementation produced a number of problems. These included invalid information, unsurfaced conflict, information which the development agencies could not share with NIE, and an unrealistic notion at NIE about what was happening in the field. Rather than producing more accurate information for managerial decision-making, then, the guidelines produced information that was far from the truth. This in turn made the development and implementation of the innovation more confused, and rather than reducing uncertainty, increased it all around.     

How Do Female and Male Faculty Members Construct Job Satisfaction? The Roles of Perceived Institutional Leadership and Mentoring and their Mediating Processes

In this study we examine how a sample of 248 male and female professors at a Midwestern private research university construct their academic job satisfaction. Our findings indicate that both women and men perceive that their job satisfaction is influenced by the institutional leadership and mentoring they receive, but only as mediated by the two key academic processes of access to internal academic resources (including research-supportive workloads) and internal relational supports from a collegial and inclusive immediate work environment. Gender differences emerged in the strengths of the perceived paths leading to satisfaction: women’s job satisfaction derived more from their perceptions of the internal relational supports than the academic resources they received, whereas men’s job satisfaction resulted equally from their perceptions of internal academic resources and internal relational supports received. Implications for leadership and institutional practices are drawn from the findings.