Interrelations of Behavioral, Emotional, and Cognitive School Engagement in High School Students

School engagement, or the extent to which students are involved in, attached and committed to the academic and social activities in school, plays a prominent role in preventing academic failure, promoting competence, and influencing a wide range of adolescent outcomes. Although the multidimensional nature of school engagement is well-recognized, how the three purported parts of the construct work together is largely unknown. By using data from the longitudinal, 4-H study of Positive Youth Development, involving a sample of 1,029 adolescents (67.7 % female; mean age at Grade 9 = 14.92 years; 74.4 % of participants were European American, 5.2 % were Latino/a, 7.3 % were African American), the current study examined the interrelationships of behavioral, emotional, and cognitive aspects of school engagement over three years in adolescence (Grades 9–11). We used autoregressive lagged effects models to assess the relationships among the three engagement constructs. Results indicated that behavioral and emotional engagement were related bidirectionally (each variable was a basis and an outcome of the other). In addition, behavioral engagement influenced cognitive engagement (but the reverse of this relation was not found). Implications for future research are discussed.     

Special Section Introduction: Thriving in Context: Findings from the 4-H Study of Positive Youth Development

The positive youth development perspective, a strength-based relational developmental systems model that focuses on mutually influential relationships between individuals and contexts, has been used to study thriving across the second decade of life. However, more attention has been paid empirically to identifying the features of the individual (e.g., intentional self regulation, hope, or purpose) or to enumerating the role of context-general ecological assets than to the nature of individual-context relationships linked to thriving within specific contexts. The goal of this special section is to provide initial research reports about context-specific instances of the thriving process. The research focuses on two contexts where many youth spend a considerable amount, and often the majority, of their time—school and out-of-school time sports activities.     

“Use words. Not your body”: The hunger that has no name

This essay examines the competing readings of food refusal that emerged from a student hunger strike held at Columbia University in fall 2007. The invisibility of the act of food refusal forces hunger strikers to adopt performance strategies that make their (non)action visible as protest. To make the politics of their food refusal legible, advocates for the hunger strike promoted their actions as part of a 40 year tradition of student protest. However, that same invisibility allowed the protest's detractors to deride the hunger strikers as anorexic. At the center of the protest and the commentary about it was a wasting female body that confused for spectators the line between the political and the pathological. Attention to this body raises questions of how community is created and disciplined through performative acts, how easily female protest is evacuated of political meaning and the uneasy role of whiteness in popular attention to anorexia.     

Suffragette sisters in old age: unpublished correspondence between Christabel and Sylvia Pankhurst, 1953–57

Christabel Pankhurst (1880-1958) and Sylvia Pankhurst (1882-1960) were key figures in the fight for women's suffrage in Edwardian Britain but became estranged in 1914 over differences of view about policies and tactics for winning the vote. They had no contact with each other for almost forty years. In the spring of 1953, Sylvia had a severe heart attack and was not expected to survive. Christabel wrote a letter of sympathy to her which led, over the next four years, to intermittent correspondence between the two sisters. In these letters, which form the basis of this documentary article, the authors begin by reminiscing about their childhood and parents; later, they comment on what they perceive to be inaccuracies and/or malice in books about the suffragette movement that were published after the Second World War. In many of the letters, the sisters reflect on their memories of their involvement in the women's suffrage movement, some three decades earlier. The correspondence reveals, however, that the renewed contact between the sisters did not lead to any real meeting of minds. Two of the letters are reproduced photographically in full     

First Priorities in Military Professionalism

This article contends that it is time for the armed forces to revisit their schools, day rooms, wardrooms, squadron meeting places, headquarters, bases and posts to increase the level of awareness and the teaching of professional norms.     

Searching for the best structure for American local government

Citizens, practitioners and academicians involved in local government have for decades debated the best structure for local public organizations; at the polar ends of this debate are those advocating rational administration and those advocating political responsiveness. The conventional wisdom equates rational administration with reformed structures like the council-manager plan and political responsiveness with structures which have an elected chief executive officer. The debate is unresolvable within this value-driven framework, and these ideological positions do not seem to be helping in the design of governmental structures which “work” in a practical and meaningful way. The paper argues for a “functional” model of local government structure based on how much citizens and administrators can know and oversee with competence. The analysis leads to a significant rethinking of the role of governing bodies, administrators, and the general management position in American local government.