Psychological Symptoms Linking Exposure to Community Violence and Academic Functioning in African American Adolescents

African American adolescents are exposed disproportionately to community violence, increasing their risk for emotional and behavioral symptoms that can detract from learning and undermine academic outcomes. The present study examined whether aggressive behavior and depressive and anxious symptoms mediated the association between exposure to community violence and academic functioning, and if the indirect effects of community violence on academic functioning differed for boys and girls, in a community sample of urban African American adolescents (N = 491; 46.6 % female). Structural equation modeling was used to examine the indirect effect of exposure to community violence in grade 6 on grade 8 academic functioning. Results revealed that aggression in grade 7 mediated the association between grade 6 exposure to community violence and grade 8 academic functioning. There were no indirect effects through depressive and anxious symptoms, and gender did not moderate the indirect effect. Findings highlight the importance of targeting aggressive behavior for youth exposed to community violence to not only improve their behavioral adjustment but also their academic functioning. Implications for future research are discussed.     

Constructing a Feminist Cinematic Genealogy: The Gothic Woman's Film beyond Psychoanalysis

The Gothic woman's film, as a particular 1940s phenomenon, responded to the social changes caused by the upheavals of the Second World War. It featured female protagonists, expressed anxieties about marriage and complicated the classic realist premises of narrative and heterosexual closures. As the Gothic narrative trajectory revolved around the heroine's pursuit of marital happiness, these films are often theorized in the sexually differentiated terms of Lacanian psychoanalysis. As a result, they are interpreted as cinematic manifestations of paranoia, primal scenes, passive female desires and the impossibility of female subjectivity. Tay considers how the Gothic woman's film may resist such psychoanalytic codifications by considering critiques of psychoanalysis and investigating the ways in which Gilles Deleuze's cinematic topography may apply to the genre. This engagement with Deleuze reveals how 1940s Gothic films--such as Suspicion (Hitchcock, 1941), Gaslight (Cukor, 1944), and Sleep, My Love (Sirk, 1948)--breach the narrative normativity of classic realist love stories like Random Harvest (LeRoy, 1942). Culminating in a detailed analysis of Hitchcock's Rebecca (1940) as a film that sustains female transgression in its textual operation, Tay posits possibilities for furthering a feminist cinematic discourse beyond psychoanalytic codifications.     

Life Events and Depressive Symptoms in African American Adolescents: Do Ecological Domains and Timing of Life Events Matter?

Considerable research has documented associations between adverse life events and internalizing symptoms in adolescents, but much of this research has focused on the number of events experienced, with less attention to the ecological context or timing of events. This study examined life events in three ecological domains relevant to adolescents (i.e., family, peers, themselves) as predictors of the course of depressive symptoms among a community epidemiologically defined sample of 419 (47.2% females) urban African American adolescents. Given that youth depressive symptoms change over time, grade level was examined as a moderator. For males, the strength of associations between life events happening to participants, family life events, and peer life events and depressive symptoms did not change from grades 6–9. For females, the strength of the association between peer life events and depressive symptoms did not change over time, but the strength of associations between life events happening to participants and family life events and females’ depressive symptoms decreased over time. Implications of the findings and directions for future research are discussed.     

Learning our way out of environmental policy problems: a review of the scholarship

In acknowledgement of the complexity of environmental challenges, research on learning in environmental policy has grown substantially over the past two decades across a range of disciplines. Despite this growth, there are few comprehensive assessments of the literature on learning in environmental policy. This article fills this gap by providing insights on the overall coherence and impact of this body of scholarship. To do so, we analyze a sample of 163 articles from 2004 to 2014 using a standardized coding framework. The results provide an in-depth assessment of the status of the literature on learning in the context of environmental policy, as well as the quality of the literature. We demonstrate that despite the diversity in research questions and goals, the literature is lacking with respect to diversity in cases and context, theoretical development, clear conceptualization and operationalization of learning, and advancements in empirical approaches to study learning. From these insights, we discuss the challenges and opportunities for scholars in studying learning and provide recommendations for building the theoretical and methodological rigor of the field.