Social Investment in Gender Equality? Changing Perspectives on Work and Welfare in Norway

In many EU countries, the so-called social investment perspective has provided new arguments for active welfare state policies. The social investment perspective is characterized by emphasizing the role of the state to increase participation in employment by investing in the working capacity of the population—particularly women—through activation programmes and social policies. In this article we depart from recent debates surrounding this perspective to explore changes in Norwegian work and welfare policies, and the role of gender equality in these changes. In Norway, both female employment and fertility levels are high, but women still have a looser connection to the labour market compared to men, for example due to the large proportion in part-time positions, which makes changes in work and welfare policies an interesting case for exploring the relevance of the social investment perspective in this context. The empirical analysis suggests that ideas of social investment indeed have permeated recent changes in Norwegian work and welfare policies. However, questions of gender equality are not addressed in the documents introducing these changes, except when the problem at hand is the employment rate of migrant women—who are the main recipients of activation policies. In conclusion, we claim that social investment is a relevant lens for analysing changes in Norwegian work and welfare policies, but that a dual-tracked vision of gender equality is emerging, making migrant women the significant target of social investment.     

Intragroup Contact and Anxiety Among Ethnic Minority Adolescents: Considering Ethnic Identity and School Diversity Transitions

Everyday interactions with same-racial/ethnic others may confer positive benefits for adolescents, but the meaning of these interactions are likely influenced by individual differences and larger structural contexts. This study examined the situation-level association between contact with same-ethnic others and anxiety symptoms among a diverse sample of 306 racial/ethnic minority adolescents (Mage = 14 years; 66 % female), based on (1) individual differences in ethnic identity centrality and (2) developmental histories of transitions in diversity between elementary, middle, and high school. The results indicated that at the level of the situation, when adolescents interacted with more same-ethnic others, they reported fewer anxiety symptoms. Further, for adolescents who had experienced a transition in school diversity, the positive benefits of contact with same-ethnic others was only conferred for those who felt that their ethnicity was very important to them. The importance of examining individual differences within larger developmental histories to understand the everyday experiences of ethnic minority adolescents are discussed.     

Best Friends’ Discussions of Social Dilemmas

Peer relationships, particularly friendships, have been theorized to contribute to how children and adolescents think about social and moral issues. The current study examined how young adolescent best friends (191 dyads; 53.4 % female) reason together about multifaceted social dilemmas and how their reasoning is related to friendship quality. Mutually-recognized friendship dyads were videotaped discussing dilemmas entailing moral, social-conventional and prudential/pragmatic issues. Both dyad members completed a self-report measure of friendship quality. Dyadic data analyses guided by the Actor-Partner Interdependence Model indicated that adolescent and friend reports of friendship qualities were related to the forms of reasoning used during discussion. Friends who both reported that they could resolve conflicts in a constructive way were more likely to use moral reasoning than friends who reported that their conflict resolution was poor or disagreed on the quality of their conflict resolution. The findings provide evidence for the important role that friendship interaction may play in adolescents’ social and moral development.     

Peer Influence and Context: The Interdependence of Friendship Groups,Schoolmates and Network Density in Predicting Substance Use

This article focuses on the degree to which friends’ influence on substance use is conditioned by the consistency between their behavior and that of schoolmates (individuals enrolled in the same school, but not identified as friends), contributing to the literature on the complexity of interactive social influences during adolescence. Specifically, it hypothesizes that friends’ influence will diminish as their norms become less similar to that of schoolmates. The authors also propose that this conditioning relationship is related to the density of the friendship group. This study uses data from the National Longitudinal Survey of Adolescent Health (AddHealth) (n ~ 8,000, 55 % female) to examine the interactive relationship between friend and schoolmate influences on adolescent substance use (smoking and drinking). The sample contains students ranging from age 11 to 22 and is 60 % White. The findings demonstrate that, as the substance use of the friendship group becomes more dissimilar from schoolmates’ substance use, the friendship group’s influence on adolescent substance use diminishes. Further, the results demonstrate that this conditioning relationship does not emerge when the friendship group is highly dense.     

Resilience and Vulnerability in Adolescents: Genetic Influences on Differential Response to Risk for Delinquency

Prior research has identified a vast number of correlates for delinquent behavior during adolescence, yet a considerable number of errors in prediction remain. These errors suggest that behavioral development among a portion of youths is not well understood, with some exhibiting resilience and others a heightened vulnerability to risks. Examining cases that do not confirm prediction outcomes provides an opportunity to achieve a greater understanding of the relationships between risk factors and delinquency, which can be used to improve theoretical explanations of behavior. This study explores the contribution of genetic and environmental factors to differences in individual responses to cumulative risk for delinquency among a sample of adolescent twins (N = 784 pairs, 49 % female) in the National Longitudinal Study of Adolescent Health. The results indicate that additive genetic and unique environmental factors significantly contribute to variation in responses to cumulative risk across 14 risk factors spanning individual, familial, and environmental domains. When analyzed separately, the majority of the difference between vulnerable youths and the overall population was attributed to genetic influences, while differences between resilient youths and the population were primarily attributed to environmental influences. The findings illustrate the importance of examining both genetic and environmental influences in order to enhance explanations of adolescent offending.     

Peer Selection and Socialization in Adolescent Depression: The Role of School Transitions

Previous studies have indicated homophily in depressive symptoms among adolescent friends, resulting from both peer selection and socialization processes. However, developmental differences and the role of school transitions in these processes have not been elucidated. A sample of 367 (51% female) adolescents was followed from 6th to 11th grade to investigate prospective relationships between adolescents’ and their friends’ depressive symptoms in middle school and in high school. Results revealed that students selected friends with similar levels of depressive symptoms after each school transition. Additionally, friends appeared to socialize adolescents to become more similar in depressive affect in late middle school years. These findings suggest normative selection effects after school transitions, followed by socialization effects in middle school, but not high school.     

Father- and Mother-Adolescent Decision-Making in Mexican-Origin Families

Understanding the prevalence and correlates of decisional autonomy within specific cultural contexts is necessary to fully comprehend how family processes are embedded within culture. The goals of this study were to describe mothers’ and fathers’ decision-making with adolescents (M = 12.51 years, SD = 0.58; 51% female), including parent-unilateral, joint, and youth-unilateral decision-making, and to examine the socio-cultural and family characteristics associated with these different types of decision-making in 246 Mexican-origin families. Mothers reported more joint and youth-unilateral decision-making and less parent-unilateral decision-making than did fathers. Fathers reported more youth-unilateral decision-making with sons than with daughters. Further, for mothers, more traditional gender role attitudes and higher levels of mother-adolescent conflict were associated with more parent-unilateral and less joint decision-making. In contrast, for fathers, lower levels of respect values were associated with more youth-unilateral decision-making with sons, and higher levels of parent-adolescent warmth were associated with more youth-unilateral decision-making with daughters. The importance of understanding the different correlates of mothers’ and fathers’ decision-making with sons versus daughters is discussed.     

A Prospective Study of Mexican American Adolescents’ Academic Success: Considering Family and Individual Factors

Mexican American youth are at greater risk of school failure than their peers. To identify factors that may contribute to academic success in this population, this study examined the prospective relationships from 5th grade to 7th grade of family (i.e., human capital [a parent with at least a high school education], residential stability, academically and occupationally positive family role models, and family structure) and individual characteristics (i.e., externalizing symptoms, bilingualism, gender, and immigrant status) to the academic performance of 749 Mexican American early adolescents (average age = 10.4 years and 48.7% were girls in 5th grade) from economically and culturally diverse families as these youth made the transition to junior high school. Results indicated that while controlling for prior academic performance, human capital and positive family role models assessed when adolescents were in 5th grade positively related to academic performance in 7th grade. Further, being a girl also was related to greater 7th grade academic success, whereas externalizing symptoms were negatively related to 7th grade academic performance. No other variables in the model were significantly and prospectively related to 7th grade academic performance. Implications for future research and interventions are discussed.     

Characterizing the Self-System over Time in Adolescence: Internal Structure and Associations with Internalizing Symptoms

The longitudinal effects among self and identity processes, and between these processes and internalizing symptoms, are not well understood. As a result, the present study was designed to ascertain the over-time effects among identity commitment, reconsideration of commitments, and self-concept clarity, as well as to map the interplay of these self and identity processes with anxiety and depressive symptoms in early adolescence. A sample of 923 Dutch adolescents (mean age 12.4 years at Time 1; 49.3% female) participated at each of five annual assessments. Multivariate growth curve and cross-lagged panel models indicated that the association between self-concept clarity and commitment was bidirectional, that reconsideration occurs based on problems or dissatisfaction with self-concept clarity and with identity commitments, and that self-concept clarity (but not commitment or reconsideration) temporally precedes depressive and anxiety symptoms. Results are discussed in terms of the structure of the self-system and its associations with internalizing symptoms.