E Pluribus Unum: fostering a new era of citizenship by teaching civic engagement and healthy civic discourse

• In a time of profound national challenge and change, it is important to promote a new definition of active citizenship locally, nationally and globally. As the effects of economic, political and social globalization continue to underscore interdependence, the imperative of fostering democratic minds among a citizenry is evermore important. It is essential to conceive a common future that encourages the participation of all American citizens; inviting diversity as an asset and broadly reawakening the call to leverage the rich potentials of pluralism in search of common solutions. However, many schools are retreating from basic civics lessons and are not teaching students how to become active citizens. More importantly, public institutions overall do not appear to be advancing the fundamental awareness and skills required for sifting through political hucksterism, opinion masquerading as news and political spin. It is essential for our schools and public institutions to teach the responsibilities and joy of active citizenship. To meet the challenges of democratic cooperation and social cohesion, leaders and citizens alike should be taught and encouraged to openly question, to critique and even to criticize the status quo. The means for cultivating and institutionalizing such habits on a broad scale involves educational reformation and initiatives in civics and citizenship education to increase opportunities for meaningful public engagement. These are by no means the only answer, but they are a critical component for meeting the challenges of truly inclusive and active representative democracy where out of many, we are one.

Copyright © 2009 John Wiley & Sons, Ltd.     

Protective Families in High- and Low-risk Environments: Implications for Adolescent Substance Use

This study used data from a sample of 6th to 12th grade students (N = 48,641, 51% female), nested in 192 schools, to determine if the influence of family-based protective factors varied across different school contexts. Hierarchical logistic regression models were used to examine the effects of individual-level family protective factors, relative to school-level aggregates of the same factors, on recent (past 30 days) use of cigarettes, alcohol, and marijuana. Cross-level interactions indicated that the effect of the student’s level of family protection, relative to other students in their school, differed depending on the aggregated school level of family protection. The results suggested that the benefit of belonging to a well-functioning family was more influential for students attending schools characterized by higher-than-average aggregated levels of protection compared to students attending schools of lower-than-average protection. Thus, family-level factors offered less protection for students in relatively high-risk school contexts. These results were consistent with a protective–reactive interaction and suggest that a thorough understanding of adolescent substance use must consider the complex interplay among adolescents, their families, and their social environments.     

Not All Housing GSEs Are Alike: An Analysis of the Federal Home Loan Bank System and the Foreclosure Crisis

While the financial crisis of 2008 ultimately affected the range of U.S. financial institutions, it began with practices in home ownership finance. The Federal Home Loan Bank (FHLBank) System was the first instrumentality created by the U.S. government, in 1932, to sustain affordable home ownership finance. In this article, the authors ask what role, if any, the FHLBanks played in the subprime lending and securitization practices that precipitated the current crisis. The authors analyze publicly available FHLBank financial data in terms of a framework focused on the System's assets: advances; mortgage loans acquired from members; and investments, particularly in mortgage-backed-securities. They conclude that the FHLBanks did not contribute significantly to problematic practices. Nonetheless, they recommend consideration of three reforms to the FHLBanks to ensure a return to effective regulation and responsible, affordable home ownership finance.     

Which Networks Matter in Education Governance? A Reply to Ball's 'New Philanthropy, New Networks and New Governance in Education'

Stephen Ball's recent article offers an intriguing perspective on the education policy process by engaging with the political science literature on policy networks and governance. Ball opens up the possibility of a fruitful dialogue between political scientists and education researchers by introducing some challenging interpretations of recent developments in the governance of education. In this reply, I suggest that a sustained focus on understanding power in the governance process could help to build on Ball's work. I argue that understanding power is crucial to deciding which networks matter and to building explanations of the effects of networks on policy outcomes. Without a focus on power, I claim, policy studies risk conflating the existence of networks with the existence of network governance.     

Delimiting Democratic Accountability

This article discusses the concept of accountability in relation to those holding public office in democratic states. It argues that the concept of accountability requires careful specification and that it is frequently distorted when put to the service of theoretical models and normative principles. The article develops a definition of accountability and a range of distinctions between forms of accountability, asks what forms of accountability might be appropriate to modern democratic systems and argues that some combinations of democracy and accountability can have serious negative consequences for politics. The article concludes by discussing the types of accountability that are pertinent to recent claims that international institutions should be made more democratically accountable. In each case, the common tendency to inflate the concept of accountability is associated with demands for accountability that threaten both democratic consolidation and the distinctive character of accountability itself.     

Local Institutions and the Politics of Urban Growth

This article uses a political market framework to analyze how the structure of local political institutions affects the relative political influence of development and environmental interests in the context of urban growth. Using panel data from 406 Florida cities from 1998 to 2003, the empirical analysis finds important interaction effects between the structure of city executive branch institutions and interest group variables. The economic and political forces driving urban growth do not operate identically in all cities—they vary as a function of institutional context. Institutional structure helps determine which interest groups have their preferences reflected in local land-use changes and development patterns. The resulting patterns suggest a "sustainability paradox" wherein richer, environmental interests push for the preservation of environmental amenities while at the same time accelerating the number of residential units built in a community.     

Explaining race,poverty, and gender disparities in advanced course‐taking

We use panel data on Florida high school students to examine race, poverty, and gender disparities in advanced course‐taking. While white students are more likely to take advanced courses than black and Hispanic students, these disparities are eliminated when we condition on observable pre–high school characteristics. In fact, black and Hispanic students are more likely than observably similar white students to take advanced courses. Controlling for students' pre–high school characteristics substantially reduces poverty gaps, modestly reduces Asian–white gaps, and makes little dent in female–male gaps. Black and Hispanic students attend high schools that increase their likelihood of taking advanced courses relative to observably similar white students; this advantage is largely driven by minorities disproportionately attending magnet schools. Finally, recent federal and state efforts aimed at increasing access to advanced courses to poor and minority students appear to have succeeded in raising the share of students who take advanced courses from 2003 to 2006. However, secular trends (or spillovers of the policies to non‐poor, non‐minority students) have spurred faster growth for other students, contributing to widening demographic gaps in these years. © 2009 by the Association for Public Policy Analysis and Management.     

Dynamic Representation(s): Federal Criminal Justice Policy and an Alternative Dimension of Public Mood

Does public policy respond to public opinion? Previous research suggests dynamic representation occurs in the aggregate. Yet, most of the evidence for policy response is limited to the policy intentions of elected officials on issues related to more or less government spending. We examine policy response to an alternative dimension of public mood, public preferences for more or less punitive criminal justice policies, using multiple indicators of policy from various stages of the policy-making process. Criminal justice policy should be responsive to public preferences given the public’s concern about crime and the negative social construction of criminals. Thus, there is an electoral incentive for public officials to respond to public preferences along this alternative dimension of public sentiment regarding criminal justice policy. We estimate a DYMIMIC model of federal criminal justice policy as a function of the multiple dimensions of public policy mood using Kalman filtering. The results indicate that criminal justice policy responds to the second, not the first, dimension of public mood. We find evidence that policy-makers at multiple stages of the policy process are able to differentiate among multiple signals from the public and respond appropriately. The results present a more sophisticated portrait of democratic responsiveness.     

NATO: The United States, Transformation and the War in Afghanistan

During the Bush years, NATO exhibited in stark form two trends which have long characterised its development: periodic exposure to crisis and division, and a subordination to American leadership. Despite signs of American indifference towards the alliance, talk of the Bush administration levering a break with NATO was always overstated, particularly so during its second term of office. Views of NATO after 2004 were shaped by Afghanistan giving rise, in fact, to a return to the alliance on America's part. NATO remains important to Bush's successor but on terms which are as demanding as those of his predecessors. NATO, in other words, is valued in so far as it accords with current US foreign policy priorities. The safest assumption in this regard is that Obama will continue to favour the trend towards a global NATO pursued by the Bush administration. However, retreat (or defeat) in Afghanistan could hasten a contrary trend towards a consolidating NATO with a renewed concentration on the wider Europe.     

Autonomy,Belongingness, and Engagement in School as Contributors to Adolescent Psychological Well-Being

Self-determination theory emphasizes the importance of school-based autonomy and belongingness to academic achievement and psychological adjustment, and the theory posits a model in which engagement in school mediates the influence of autonomy and belongingness on these outcomes. To date, this model has only been evaluated on academic outcomes. Utilizing short-term longitudinal data (5-month timeframe) from a set of secondary schools in the rural Midwest (N = 283, M age = 15.3, 51.9% male, 86.2% White), we extend the model to include a measure of positive adjustment (i.e., hope). We also find a direct link between peer-related belongingness (i.e., peer support) and positive adjustment that is not mediated by engagement in school. A reciprocal relationship between academic autonomy, teacher-related belongingness (i.e., teacher support) and engagement in learning is supported, but this reciprocal relationship does not extend to peer-related belongingness. The implications of these findings for secondary schools are discussed.