Jelly’s Place: An Ethnographic Memoir

This is a report of a field experience in retrospect. An ethnographic study of black streetcorner men, it was conducted in the early 1970s among the patrons of Jelly’s Place, a bar and liquor store on the South Side of Chicago. The 55 men came repeatedly to Jelly’s corner and created a local social stratification system. The focus of the study was the way in which they made and remade their local status system in everyday life. This document describes the field work experience which led me to focus on this particular sociological issue and to represent the social dynamics of the group.     

‘Any friend of yours is a friend of mine’: investigating the utilization of an interpreter in an investigative interview

Premised on a body of literature suggesting target-interviewer rapport is a critical component of successful interviews, we explored the effect of two interpreter-related variables – the physical placement of the interpreter in the room, and the nature of the relationship between the interpreter and the target – on target-interviewer rapport. A total of 125 bilingual (Spanish/English) participants viewed a mock crime video and were then interviewed, via an interpreter (or not). Interpreters either built rapport with the participant immediately prior to the interview or did not, and were either seated beside the interviewer or behind the target, commensurate with recommendations from training manuals. When the interpreter and target engaged in a short rapport-building session prior to an investigative interview, the target rated their interaction with the interviewer less negatively compared to when rapport building did not occur. Furthermore, when the interpreter sat behind the target, the target viewed the interaction more negatively than when the interpreter sat beside the interviewer (triangular configuration). These findings suggest ways in which interpreters can be utilized more effectively, especially in terms of seating configuration, rapport development between a target and interpreter, and importantly, the potential for that target-interpreter rapport to transfer to the target-interviewer relationship.     

Association between education and domestic violence among women being offered an HIV test in urban and rural areas in Kenya

The objective of this study was to examine the association between education and domestic violence among women being offered an HIV test in urban and rural areas in Kenya. A sample selection of women who experienced physical (n = 4,308), sexual (n = 4,309), and emotional violence (n = 4,312) aged 15 to 49 allowed for the estimation of the association between education and domestic violence with further analysis stratified by urban and rural residence. The main outcome of interest was a three-factor (physical, sexual, and emotional) measure for violence with the main predictor being education. Nearly half of all domestic violence, physical (46%), sexual (45%), and emotional (45%) occurred among women aged 15 to 29. After adjusting for confounding variables, women who resided in urban areas and had a postprimary/vocational/secondary and college/university education were 26% (OR = 0.74, 95% CI: [0.64, 0.86]), p < .001 and 22% (OR = 0.78, 95% CI: [0.66, 0.92]), p < .01 less likely to have experienced physical violence compared to those who had a primary education respectively. This was 17% (OR = 0.83, 95% CI: [0.73, 0.94]), p < .01 and 17% (OR = 0.83, 95% CI: [0.72, 0.96]), p < .05 less likely among women who resided in rural areas. A surprising finding was that women residing in rural areas with less than a primary education were 35% less likely to have experienced sexual violence (OR = 0.65, 95% CI: [0.43, 0.99]), p < .01 compared to those who had a primary education. These findings suggest that physical, sexual, and emotional violence were prevalent in Kenya among married and formerly married women. This study indicates that more research is needed to understand factors for HIV/AIDS among Kenyan women who have specifically tested positive for HIV or identified as AIDS-positive and the implications for women's health.     

The Cartography of Opportunity: Spatial Data Science for Equitable Urban Policy

As evidence of the contextual effects of place upon individual outcomes has become increasingly solid over time, so too have urban policies and programs designed to connect underserved people with access to spatial opportunity. To this end, many attempts have been made to quantify the geography of opportunity and quite literally plot it on a map by combining evidence from studies on neighborhood effects with spatial data resources and geographic information systems (GIS) technology. Recently, these opportunity maps have not only become increasingly common but their preparation has been encouraged and facilitated by the U.S. Department of Housing and Urban Development. A closer look at the foundations and methods that underlie these exercises offers important lessons I examine the practice of opportunity mapping from both theoretical and methodological perspectives, highlighting several weaknesses of the common methods. Following this, I outline a theoretical framework based on Galster’s categorization of the mechanisms of neighborhood effects. Using data from the Baltimore metropolitan region, I use confirmatory factor analysis to specify a measurement model that verifies the validity of the proposed theoretical framework. The model provides estimates of four latent variables conceived as the essential dimensions of spatial opportunity: social-interactive, environmental, geographic, and institutional. Finally, I develop a neighborhood typology using unsupervised machine learning applied to the four dimensions of opportunity. Results suggest that opportunity mapping can be improved substantially through a better connection to the empirical literature on neighborhood effects, a multivariate statistical framework, and more direct relevance to public policy interventions.     

Representative Bureaucracy: Examining the Effects of Female Teachers on Girls’ Education in Ghana

Scholars have examined representative bureaucracy as a viable means to make the bureaucracy more responsive to citizens in a democratic society. The theory argues that a diverse public service that mirrors the social demographics of its population in terms of gender, race, and ethnicity (passive representation) is more likely to be responsive to the needs of all citizens (active representation). Although a substantial body of empirical research exists, a comparative understanding of the theory is lacking in Africa. This study expands the empirical research on the theory to Ghana. It investigates whether passive representation of female teachers makes the education bureaucracy more responsive to girls. The analysis of a nationally representative data set on senior high schools (SHS) within the 216 districts of Ghana revealed that increasing the presence of female teachers is positively associated with the performance of girls on math and science exit exams.