The psychological effects of state socialization: IGO membership loss and respect for human rights

We present an interdisciplinary theory that considers how loss of membership in international organizations affects states’ human rights practices. Drawing mostly from social psychology and international relations research, we argue that states are socialized into the international community through a process of social influence, whereby they are incentivized to comply with group norms by the promise (threat) of social rewards (punishments). Social influence occurs when states form social bonds through interactions with other states. When social bonds are severed, fewer opportunities for social influence occur due to lower information to both the remaining states and the state that lost those social bonds. Thus, we hypothesize that the loss of membership from IGOs reduces incentives to comply with group norms and adversely affects human rights practices at home. A combination of propensity score matching/regression and autoregressive distributed lag (ADL) models on a global cross-section across the years 1978–2012 supports the theory. Specifically, losing at least one IGO membership leads to a long-run drop in human rights respect of about one quarter to one half standard deviation.     

Changes in Academic Adjustment and Relational Self-worth Across the Transition to Middle School

Moving from elementary to middle school is a time of great transition for many early adolescents. The present study examined students’ academic adjustment and relational self-worth at 6-month intervals for four time points spanning the transition from elementary school to middle school (N = 738 at time 1; 53 % girls; 54 % African American, 46 % European American). Grade point average (G.P.A.), intrinsic value for schoolwork, self-worth around teachers, and self-worth around friends were examined at every time point. The overall developmental trajectory indicated that G.P.A. and intrinsic value for schoolwork declined. The overall decline in G.P.A. was due to changes at the transition and across the first year in middle school. Intrinsic value declined across all time points. Self-worth around teachers was stable. The developmental trends were the same regardless of gender or ethnicity except for self-worth around friends, which was stable for European American students and increased for African American students due to an ascent at the transition into middle school. Implications for the education of early adolescents in middle schools are discussed.     

Leaving home: Irish press debates on female employment,domesticity and emigration to Britain in the 1930s

Although Ireland has had a long history of female emigration, the 1930s saw an important shift in emigration patterns. In the context of southern Irish nation-building, the emigration of tens of thousands of young Irish women to Britain raised serious questions about the opportunities and roles of women in the Irish Free State. This article analyses the Irish print media of the 1930s as discursive spaces within which female emigration was repeatedly highlighted and debated. Discussions of female emigration were usually related to issues of female education, female employment and the duties of women within the home. These issues need to be located within the specific context of Irish Free State economics and politics. The Conditions of Employment Act (1936) and the Constitution of 1937 were legislative measures that attempted to define and regulate the role of Irish women. But that is not to imply a simple ideological hegemony in the Free State; I argue that the media debates reveal the competing discourses surrounding women's roles in the newly established nation state. For example, one view was that young women and girls should be given training and preparation for emigration, another view was that plenty of jobs were available at home, while a third view was that women should be content to remain within the domestic sphere. The much-repeated view that women would be better off (at home) illustrates the overlapping constructions of home – domestic sphere – and home – the nation. The overlapping and interconnecting of these home spaces signified a blurring of boundaries that meant Irish women were expected to carry the responsibility for national as well as domestic well-being.     

A Quarter Century of Participation in School-Based Extracurricular Activities: Inequalities by Race,Class, Gender and Age?

Extracurricular activity participation is linked to positive development, but it is also a setting for inequality. Using a quarter century of data from Monitoring the Future (N?=?593,979; 51% female; 65% non-Hispanic white; 13% non-Hispanic black; 12% Hispanic; 4% non-Hispanic Asian/Pacific Islander; 7% other race), this article documents patterns and trends in school-based extracurricular participation by race, social class, gender, and age, and their links to academic and substance use outcomes. Findings reveal differences by race and confirm a division by social class that has worsened over time. Further, girls are gaining on boys and surpass them in some types of school-based activities. Participation is linked to better academic outcomes and less substance use, affirming the importance of redressing the inequalities revealed.     

Experiences of Racism,Racial/Ethnic Attitudes,Motivated Fairness and Mental Health Outcomes Among Primary and Secondary School Students

While studies investigating the health effects of racial discrimination for children and youth have examined a range of effect modifiers, to date, relationships between experiences of racial discrimination, student attitudes, and health outcomes remain unexplored. This study uniquely demonstrates the moderating effects of vicarious racism and motivated fairness on the association between direct experiences of racism and mental health outcomes, specifically depressive symptoms and loneliness, among primary and secondary school students. Across seven schools, 263 students (54.4 % female), ranging from 8 to 17 years old (M = 11.2, SD = 2.2) reported attitudes about other racial/ethnic groups and experiences of racism. Students from minority ethnic groups (determined by country of birth) reported higher levels of loneliness and more racist experiences relative to the majority group students. Students from the majority racial/ethnic group reported higher levels of loneliness and depressive symptoms if they had more friends from different racial/ethnic groups, whereas the number of friends from different groups had no effect on minority students’ loneliness or depressive symptoms. Direct experiences of racism were robustly related to higher loneliness and depressive symptoms in multivariate regression models. However, the association with depressive symptoms was reduced to marginal significance when students reported low motivated fairness. Elaborating on the negative health effects of racism in primary and secondary school students provides an impetus for future research and the development of appropriate interventions.     

Green appropriations through shifting contours of authority and property on a pastoralist commons

The dynamics of customary land rights and displacement among east African pastoralists have been the subject of extensive scholarly inquiry. Displacement to make way for other land uses, government-led privatization schemes, endogenous subdivision to defend land against outsiders, and progressive enclosure of private land in the context of the recent ‘land rush’ are some of the documented trajectories of land tenure change. Less explored is how exogenous authority systems gain traction within common property regimes to re-shape the contours of property. Laikipia, Kenya presents an ideal context for this research given the uniquely ambitious effort to conserve globally significant wildlife on private land. We focus on a group ranch owned collectively by Maa-speaking pastoralists for whom formal title was secured with the support of outside actors vested in conservation, and coupled with efforts to provide financial incentives for conservation. Findings suggest the new governance structure established in the context of land titling has become a pathway through which outside authority gains traction – with consequences for property, sovereignty and the traction of green agendas. Findings deepen understanding of how shifting authority shapes processes of alienation and legitimation, and contribute to ongoing debates about land grabs, tenure formalization and neoliberal approaches to conservation.     

Pan-European thought in British fascism: the International Third Position and the Alliance for Peace and Freedom

Shaffer’s article explores pan-Europeanism in post-war British fascism by examining the International Third Position (ITP) and the Alliance for Peace and Freedom (APF). More marginal than the National Front and the British National Party, these groups never sought electoral influence or attracted a noteworthy membership. However, the ITP and the APF served as an important expression of extremist thought after the National Front and British National Party suffered from declining support. Both notably involved Nick Griffin and Roberto Fiore—who played significant roles in post-war fascism—although their involvement has not been explored in detail. By examining their activities, Shaffer argues that the pan-Europeanism of the ITP and the APF represented an evolution of British fascism that focused on foreign audiences and non-electoral goals. Despite containing elements of pan-Europeanist thought that existed in the NF and the BNP, they sought a purer and more exclusive objective with a strictly international focus.     

Food or Thought? Assessing Internal and External Factors Affecting Evaluations of Instructor Effectiveness

Within the broader literature concerned with potential bias in student measures of instructor effectiveness, two broad types of bias have been shown to operate in a course: internal and external. Missing is an assessment of the relative influence of each bias type in the classroom. Do internal or external types of bias matter more or less to student measures of instructor effectiveness? This question is of interest to those who recognize that many forms of bias operate in the classroom simultaneously and to great effect on course evaluations. Through the combination of quasi-experimental and survey methods, we attempt to do something not done before — simultaneously measure and compare the effects of one internal and one external type of bias to which we refer, following convention in the literature, as an internal factor and an external factor. Our findings indicate that, while both factors studied are important, perception of instructor partisanship (internal factor) is more influential on student course evaluations than our external factor (experimental treatment — literally a chocolate treat). The upshot is that American government instructors should be especially careful stating partisan positions in class.