Distributive Justice Antecedents of Race and Gender Disparities in First-Year College Performance

Public education is a sphere of society in which distributive justice with respect to the allocation of opportunities to learn can have profound and lasting effects on students’ educational outcomes. We frame our study in the distributive justice literature, and define just outcomes specifically from a meritocratic and strict egalitarian perspectives in order to investigate how assignment to academic tracks and the availability of opportunities to learn during high school are associated with students’ academic achievement during college. We examine the role of “just” placement into high school academic tracks, “just” access to high-quality teachers, and “just” assignment of secondary schools’ resources in high school, in relation to college freshmen’s grade point averages (GPA). We utilize longitudinal data from a unique dataset with over 15,000 students who spent their academic careers in North Carolina public secondary schools and then attended North Carolina public universities. Our results suggest that “unjust” assignment of students to certain high schools, access to high-quality teachers, and assignment to learn in specific academic tracks result in long-lasting consequences that are reflected in freshman college GPA. Importantly, findings also show that the direction and magnitude of the relationship between distributional injustice at schools and college performance is moderated by students’ own gender and race. Race and gender interact with the high schools’ institutional contexts operationalized by tracking practices, teacher quality, and by school racial and socioeconomic composition. Results show that similar settings do not affect all students in the same ways.     

Post-Separation Contact and Domestic Violence: our 7-Point Plan for Safe[r] Contact for Children

Journal of Family Violence - The impact of living with domestic violence and abuse has been recognised in policy and law in many jurisdictions as reaching the threshold of ‘significant...     

The devil is in the details: A synthesis of psychology of facial perception and its applications in forensic facial reconstruction

The successful identification of a forensic facial reconstruction relies upon many factors other than merely the accuracy of the reconstruction. The way in which the reconstructed head is presented can affect the perception of it, which in turn can affect the recognition rates leading to case resolution. A synthesis of relevant facial perception studies from the psychological literature is provided, followed by a short set of recommendations aimed at practitioners wishing to incorporate the best practice based on current science when presenting their work to the public. These recommendations include pose, background, lighting, and colouring/finishing.     

Domestic politics,news media and humanitarian intervention: why France and Germany diverged over Libya

The European Union member states split over the military intervention in Libya with France, Germany and the UK voting differently in the United Nations Security Council. This article compares news media in France and Germany to better understand the foreign policy decisions of these key actors. Using a newspaper analysis of 334 articles, it shows that the German domestic debate started very late and was much less stable than the French debate. This supports arguments that Germany's decision-making was erratic. The analysis, however, also shows that the German debate was comprehensive and included an extensive discussion of the legitimacy of intervention. This fits in well with the traditional reluctance of German foreign policy elites to support military action.