The role of human and social board capital in driving CSR reporting

The objective of this paper is to analyze the effect of the professional, technical and relational background (human and social capital) of outside directors on promoting firm CSR disclosure. Following the Hillman et al. (2000) taxonomy of board members, we classify outside directors as business experts, support specialists and community influential, and examine whether business and technical expertise or political ties in the boardroom affect CSR disclosure.This study confirms that not all outside directors are equally effective in improving CSR disclosure and that only certain kinds of outside directors, those classified as support specialists, help promote it. On the other hand, our findings also show that directors with previous experience as politicians affect CSR disclosure negatively, probably due to their interests in safeguarding their reputation within the company, in avoiding public scrutiny and in protecting their political connections. In addition, our set of analysis with interaction effects reveals that powerful CEOs have the incentive to promote CSR-related strategies and to convince business experts and support specialist directors to enhance profitable sustainability strategies and transparency in CSR disclosure. Nevertheless, the powerful CEO effect is not enough to compensate the negative role of political directors on CSR reporting. Therefore, this paper supports the theories in favor of analyzing the multiple configurations of corporate governance mechanisms by adopting a holistic approach, and the need to combine these configurations in order to analyze their impact on CSR behavior.     

Mapuche education and situated learning in a community school in Chile

The article analyses the Mapuche language and culture teaching practices of a rural school in the Chilean Araucanía region run by Mapuche teachers, aimed at reinforcing the language, culture and identity of children. Based on a comparative study of two school ethnographies, the article shows and discusses the ways children learn to be Mapuche by participating of social and communitarian practices reproduced in school. While teaching of traditional core subjects is conducted in standard ways, Mapuche language and culture are taught through the recreation of modes of living, producing and reproducing indigenous traditional knowledge that normally occur in family and community. The maintenance of this ‘bicultural pedagogy’ is grounded on an epistemological claim on the indivisibility of contents from its forms of transmission.     

School‐to‐Work Transition of Career and Technical Education Graduates

This study analyzed the career development of career and technical education (CTE) high school graduates during their school‐to‐work transition, specifically their adaptability in the face of barriers. Forty graduates (22 men, 18 women) from working‐class backgrounds participated in baseline surveys at graduation and phenomenological interviews 1 year postgraduation. Primary themes were job loss altered career plans, whereas relevant jobs propelled career development; limited access to college constrained options, whereas college experience expanded options; graduates experienced the loss of education‐related support, and CTE served as a backup plan. Teachers and school counselors emphasized organizational barriers including limited staffing for upper level math courses and inconsistent workplace partnerships.     

Career Aspirations and Expectations of Black,Mexican American,and White Students

The career aspirations and expectations of Black, Mexican American, and White college freshmen were examined. In addition, students' career expectations were compared to the jobs available in the labor market. Results suggested that (a) there seem to be more gender than ethnic differences in students' career aspirations and expectations, (b) differences in the career aspirations and expectations among Mexican American and White students followed traditional gender patterns, and (c) with some exceptions, the career expectations of students resembled the distribution of jobs in the labor market.     

Why females live longer than males: control of longevity by sex hormones

Females live longer than males in many species, including humans. We have traced a possible explanation for this phenomenon to the beneficial action of estrogens, which bind to estrogen receptors and increase the expression of longevity-associated genes, including those encoding the antioxidant enzymes superoxide dismutase and glutathione peroxidase. As a result, mitochondria from females produce fewer reactive oxygen species than those from males. Administering estrogens has serious drawbacks, however--they are feminizing (and thus cannot be administered to males) and may increase the incidence of serious diseases such as uterine cancer in postmenopausal women. Phytoestrogens, which are present in soy or wine, may have some of the favorable effects of estrogens without their undesirable effects. Study of gender differences in longevity may help us to understand the basic processes of aging and to devise practical strategies to increase the longevity of both females and males.     

Attitude towards career progression in Spanish dual-earner couples: A dyadic approach

This study addresses the relevance of gender roles and perceived gender discrimination against women in attitude towards career progression in heterosexual dual-earner couples. One hundred and thirty-nine wives and their husbands completed the questionnaires independently. From a dyadic data analysis, using the actor-partner interdependence model (APIM), we examined the actor and partner effect. The following findings were made: (a) an actor and partner effect of gender roles in husbands, (b) an actor effect of perceived gender discrimination in wives, and (c) an interaction effect between partner gender roles by actor professional status in wives. Overall, results showed that gender roles and perceived gender discrimination are useful factors in understanding couples’ interdependence in their attitudes towards career progression. Results are discussed in terms of the influence of traditional gender roles in perpetuating inequality between men and women and the relevance of perceived gender discrimination against women in attitude towards career progression.     

What Adolescents Seeking Help Teach us About a School-Based Counseling Service

Adolescents are reluctant to seek help, especially those at psychopathological risk. School may represent the ideal setting to intercept teens in trouble by reducing some barriers to help-seeking behavior; despite this, some obstacles remain difficult to overcome. The present study, involving a large sample (N?=?2235) of secondary school students, aims to investigate the effectiveness of a counseling service as part of a multifaceted school-based prevention program. The counseling service is assessed by comparing students who asked for help with their peers in terms of their psychosocial characteristics, risk profiles and perceptions of the strategies that professionals adopt in order to reduce the barriers to individual counseling. Our findings reveal the capacity of individual counseling to serve the most vulnerable adolescents, with the exception of students who might be at risk of school drop-out. The effectiveness of the program implementation theory and the strength of particular strategies used to reduce barriers are discussed.