Public Attitudes towards Income Redistribution: Evidence from Hong Kong

The drivers of public support for redistributive policy have stimulated academic debate around the world. The majority of studies use cross‐country surveys conducted in the Organisation for Economic Co‐operation and Development countries to contribute to the debate on whether self‐interest or social values have more influence on public attitudes towards redistribution. Drawing on a phone survey conducted in 2013, this study advances the discussion by investigating public attitudes towards redistribution and social policy changes against the backdrop of buoyant government revenues in Hong Kong. The Hong Kong welfare model, best seen as a parallel to the liberal welfare state, is selective and residual. Contrary to the usual assumption, the social values hypothesis, viewing poverty as societal problems instead of individual reasons, has been supported in the Hong Kong context. It lends support to greater redistribution in a residual welfare state. The policy implications of the findings are also discussed.     

An Explanatory Model of Dating Violence Risk Factors in Spanish Adolescents

Dating violence is a serious public health issue that needs further understanding in terms of risk factors that may be involved in it. The main goal of this study was to test a mediational model of dating violence risk factors. The sample was composed of 477 secondary and college students from Spain (59% females). A dynamic developmental explanatory model considering aggressiveness, insecure attachment, interparental conflict, and peer dating violence was tested using a multigroup structural equation model. Aggressiveness partially mediated the relation between anxious attachment and dating violence and fully mediated the association between interparental conflict resolution and dating violence. Furthermore, perceived peer dating violence was a direct predictor of dating violence. Implications for prevention and intervention plans are discussed.     

THE LIMIT OF THE DISCURSIVE: A Critique of the Radical Constructionist Approach to Family Experience

To date, the postmodernist approach to family experience which considers the actor's use of discourse rather than external sociocultural forces as primordial in constituting domestic reality has become an intellectual stream which sociologists can hardly ignore. Using the Gubrium–Holstein model as an exemplar for a “more sophisticated” postmodernist approach to constructing family experience, this article attempts to outline a critique of radical constructionism which overemphasizes the discourse of actors as artfully producing reality as featured in the notions of “doing things with words” and “talking reality into being.” The critique is mainly based on the works of Schutz and Garfinkel, of which Gubrium and Holstein claim their own model share “abiding concern,” and is further supplemented by the work of Bourdieu. This article carries a commitment to rebuking the postmodernist emphasis on the discursive by highlighting that the prepredicative structure of the lifeworld—which is nondiscursive in nature—constitutes the primordial, albeit insufficient, basis of the nomos pertaining to experience as constituted.     

Pure Gold for Broken Bodies: Discursive Techniques Constructing Milk Banking and Peer Milk Sharing in U.S. News

Technological advances provide increased ability to transfer human tissues—blood, organs, milk—from one body to another. This article analyzes mechanisms of reality construction in U.S. news to construct shared human breast milk. Articles used typifications and human interest stories to convey participants as victims, lay heroes, and villains. Milk banking was portrayed as institutionally integrated through associations, expert testimonies, and formalized procedures, making banked milk “pure gold.” Peer sharing was portrayed as institutionally opposed through institutional warnings, expert testimonies, informal procedures, and hypothetical atrocities, making peer milk “fool's gold.” Findings suggest that “biovalue” of human milk is interconnected with institutional processing.     

Qualitative exploration of supporting figures in the lives of emerging adults who left care compared with their noncare‐leaving peers

Studies on youth leaving care have emphasized their limited social support and their need for continuing support after emancipation. However, less is known about the nature of their existing social networks after emancipation and their roles during their transition to adulthood compared with their noncare‐leaving peers. With this in mind, 32 young adults aged 18 to 25 participated in semi‐structured interviews regarding their current support figures in order to learn whether they were congruent with their needs after emancipation. Thematic analysis revealed four main features of the two groups' social networks: (a) stability versus uncertainty as to the lasting presence of the supportive figure, (b) reliance on parents as main supportive figures versus relying on different supportive figures, (c) confidence versus uncertainty in the supportive figures' ability to help, and (d) holistic versus fragmented support of the young adults' needs. The discussion addresses the unique characteristics of care leavers in emerging adulthood and the implications of their social networks' features for their adjustment after emancipation. One of the study's recommendations is to proactively connect them to new supportive figures such as professionals or mentors by offering them mentoring programs cognizant of the instrumental and developmental tasks of emerging adulthood.     

Infusing Career Development to Strengthen Middle School English Language Arts Curricula

An approach is presented for strengthening middle school standards‐based English language arts (ELA) classroom instruction by infusing theory‐ and research‐supported career development constructs and practices. Over an 8‐week period, 90 urban 7th graders participated in an integrated ELA–career development curriculum. Career agency emerged as an important construct for students. It was related to key markers of ELA achievement (i.e., standardized test scores, grades, and positive change in 6th‐ to 7th‐grade test scores) and elaborated on in nuanced ways by students in their written narratives. Four themes related to career agency were identified in student writings: time perspective, challenges of self‐direction, career development, and social and emotional development. Advantages for students and schools related to synergy, scale, and sustainability are discussed.     

PUBLIC SPENDING REALLOCATIONS AND ECONOMIC GROWTH ACROSS DIFFERENT INCOME LEVELS

This article examines the effects of public spending reallocations on economic growth. Assembling a disaggregated public spending dataset of 83 countries over the 1970–2011 period, we show that spending reallocations toward education, from health and social protection, have significant growth‐promoting effects across a wide range of countries' income levels. However, income heterogeneity matters, particularly when reallocations involve infrastructure spending. Specifically, a reallocation from this spending to education also promotes growth, albeit primarily when a country's income level is low. This occurs because the effects of infrastructure spending are particularly weak in low‐income countries, possibly due to the low quality of governance. (JEL O43, H50, O11)     

Bidirectional Relations Between Authoritative Parenting and Adolescents’ Prosocial Behaviors

This study examined the bidirectional relations between authoritative parenting and adolescents’ prosocial behavior over a 1‐year time period. Data were taken from Time 2 and 3 of the Flourishing Families Project, and included reports from 319 two‐parent families with an adolescent child (M age of child at Time 2 = 12.34, SD = 1.06, 52% girls). Cross‐lag analyses supported bidirectional relations between parenting and prosocial behavior with particular emphasis on the role of the adolescents’ prosocial behavior on subsequent parenting. Results also varied as a function of the reporter. Discussion focuses on the implications for understanding the multifaceted nature of prosocial development in adolescence.     

Globalized Hopes and Disillusions

In contrast to the common tendency to see war as the result of leadership decisions based on risk assessments, and political and economic considerations about gains or losses, we use a constructivist and institutional perspective to historicize and politicize the way “nation‐state interests” and “nation‐state preferences” even in a decision to go to war are socially constructed and culturally embedded. We maintain that with the end of the Cold War, many societies found themselves at a crossroads where they had to resolve internal conflicts in regards to neoliberal globalization. These internal conflicts and a crisis of identity, between those who supported the principle of globalization and regarded it as a promise for democracy, openness, liberty and peace, and those who saw it as a danger to their exceptionality and distinctiveness, ended in wars (either internal wars or external wars) when the objectors of neoliberal globalization succeeded in creating an institutional turn which presented war as the “efficient,” “necessary,” “legitimate”, or “desired” solution to the new threatening reality. We demonstrate the validity of this argument by using Israel as a test case, examining how institutional changes in the 1990s, arising from internal societal conflicts around the Oslo Agreements, led the state to move from the brink of peace to new wars despite exogenous objections to its policy.     

Self‐Construal,Career Decision Self‐Efficacy,and Perceived Barriers Predict Mexican American Women's Life Satisfaction

This study used the social cognitive theory of well‐being (SCTW; Lent, 2004 ) to examine the role of career decision self‐efficacy (CDSE), perceived educational barriers, and independent self‐construal on the life satisfaction of 176 Mexican American college women. A 3‐step hierarchical regression analysis indicated that independent self‐construal, CDSE, and fewer perceived educational barriers significantly predicted greater life satisfaction among Mexican American college women above and beyond the influence of socioeconomic status and generational status. These findings are consistent with SCTW and highlight the need for counselors and researchers to be aware of the role that self‐construal, CDSE, and perceived educational barriers can have on Mexican American women's life satisfaction. Implications for practice at the secondary‐school and university levels are discussed.