Exploring the consequences of a recalibration of causal conditions when assessing sufficiency with fuzzy set QCA

The use of Charles Ragin’s Qualitative Comparative Analysis (QCA) is increasing in the social sciences. However, some of its characteristics, especially those of its fuzzy set variant, are still not well understood by users. QCA, a set theoretic method, aims to describe, in a Boolean form, the configurations of conditions that are necessary and/or sufficient for some outcome. The calibration of set memberships is a central feature. We discuss how two alternative calibrations of a condition affect the assessment of consistency with sufficiency. Using first an abstract example and then an empirical one from the sociology of education, we explain why “stricter” calibration of conditions results in higher consistency with sufficiency. We demonstrate that conventional truth table analysis is not an ideal way to compare the analytic consequences of alternative calibrations and therefore employ an alternative which allows a more direct comparison of consistency indices while keeping comparative configurational contexts intact.     

The Goldilocks principle: applying the exclusive disjunction to fuzzy sets

Qualitative Comparative Analysis (QCA), a technique by which the tools of Boolean algebra are applied to equifinal causal conditions, is gaining popularity amongst scholars. This paper draws upon a distinction largely overlooked by the QCA literature: the difference between inclusive- and exclusive-or (OR and XOR). I argue that XOR should be included amongst the tools of QCA, explain why XOR is more easily applied to crisp- than fuzzy-set QCA, and provide two original techniques for applying XOR to fuzzy sets: mechanical and calibrated. With the calibrated technique, the application of the exclusive-or is related to substantive knowledge of the cases with two threshold values: (1) how large two fuzzy set values need to be in order to violate a prior commitment or overshoot a target outcome, and (2) how similar two values need to be in order to violate the rule: ‘A or B, but not both’. This paper improves the capacity of QCA expressions to mirror natural language closely, formalize conversational implicature, and deal with mutually exclusive clusters of sufficiency conditions. It includes a helpful step-by-step guide for QCA practitioners.     

“Site Fights”: Explaining Opposition to Pipeline Projects in the Developing World1

Fifty years ago, the main challenges to large infrastructure projects were technical or scientific. Today, the greatest hurdles faced by such projects are almost always social and/or political. Whether constructing large dams in the developing world or siting liquefied natural gas terminals in the United States, the onset of these projects often triggers intense popular opposition. But not always, and therein lays the animating aim of this project. We undertake a systematic comparative case analysis of mobilization efforts against 11 oil and gas pipeline projects spanning 16 countries in the developing world. Using theories from the social movement and facility siting literatures and the technique of fuzzy set/qualitative comparative analysis (fs/QCA), we examine the “causal conditions” linked to political and legal opposition to these projects. We find that both Western funding of projects and public consultation serve as necessary political opportunities encouraging mobilization. In addition, not compensating the host country for involvement in the project is linked to mobilization. Finally, some risk from the project, in the form of environmental or social impact, is associated with mobilization; however, this impact does not have to be very significant for mobilization to occur.     

Turning to the Courts: A Quantitative Analysis of the Gay and Lesbian Movement’s Use of Legal Mobilization

We quantitatively examine the factors influencing the lesbian and gay movement’s involvement in state-level appellate cases through an analysis of Lambda Legal’s judicial agenda from 1981 through 2000. We combine a list of state appellate cases involving gay and lesbian rights during this period with data from Lambda’s “Docket Update” to create a data set that identifies which cases Lambda was involved in. We theorize that Lambda’s involvement will be shaped by the potential policy implications of the case, the organization’s ability to influence the outcome, and organizational membership concerns. Using logistic regression, we examine the effect of case characteristics, the political and cultural climate in the state, and variations in the state’s lesbian and gay community on the likelihood of Lambda participating in a particular state-level case. We add to the understanding of movement tactical decisions and the factors influencing the likelihood of legal mobilization.     

The fall and rise of ‘use of self’? An exploration of the positioning of use of self in social work education

‘Use of self’ was a central concept in social work in the middle of the twentieth century. Since then its emphasis in social work education has declined as more managerial, procedural and task-focused approaches have prevailed. A review of the degree and postgraduate diploma in social work in Scotland, initiated in 2014, incorporated a comparative content analysis of past and present UK National Occupational Standards (NOS) for social work. The analysis revealed many shifts in thinking and practice, including increased emphasis on ‘use of self’ in the 2013 Standards. This paper reports on this finding in the context of the fluctuating positioning of use of self in social work education, and the potential impact of these changes on qualified practice. It concludes that the changing standards reflect increasing interest in social workers’ ability to draw reflectively on ‘self’ in their day to day practice. Some of the drivers and challenges for a renewed focus on relationship-based practice and use of self are identified, as well as the opportunities presented by this review of the degree for evaluating the impact of changing educational policy on day to day social work practice.     

State of the Arts: Using Literary Works to Explore and Learn about Theories and Models of Leadership

Skills and knowledge in leadership are frequently cited as being key to delivering a vision of quality services and this supposes a relationship between ‘effective leadership’ and transforming services. How students engage with learning about their own leadership potential, however, is a challenge to educators. Leaders are constantly presented with moral and ethical choices within a rapidly changing and challenging environment and are expected to promote distributory and participatory leadership models. This paper shares our experiences of arts-based leadership pedagogy where students were encouraged to confront fundamental moral challenges in their everyday work and to develop leadership skills in moral analysis and judgement through the examination of case studies embodied within well-known literary works. A structured evaluation demonstrated that this method facilitated deeper learning in relation to the students' interrogation of key leadership concepts, and promoted a safe learning environment for engaging in the experience of taking up a leadership and respective followership roles.     

Developing the critical intercultural class-space: theoretical implications and pragmatic applications of critical intercultural communication pedagogy

Teaching intercultural communication presents pedagogical challenges due to the breadth and depth of the discipline and its recent critical turn. Teaching it with a social justice mission, and guiding students to understand critical and postcolonial approaches to its practice, requires complex and multifaceted approaches so as not to oppress or misrepresent marginalised populations. This essay addresses critical intercultural communication pedagogy as a shared system of knowledge among teachers and students, all participants in the cyclical process of learning. Critical intercultural communication pedagogy is presented from a Freirean perspective, as shared ownership of knowledge, including didactic, experiential and reflexive approaches to learning, with educational outcomes that include empathy, connection and ethical responsibilities towards social justice globally and locally. First, several definitions and theoretical perspectives are traced. Next, three short case studies of critical intercultural communication pedagogy (CICP) present varying approaches to teaching critical intercultural issues across diverse populations. Each of the studies is analysed for how the application of different CICP and cosmopolitan pedagogical activities impacts educational outcomes and processes for intercultural students. Finally, several recommendations are given for future scholarship, along with a concluding remark that describes the work’s contribution to critical intercultural communication pedagogy and to the discipline as a whole.     

School Counselors Supporting African Immigrant Students' Career Development: A Case Study

School counselors play a critical role in preparing adolescent immigrant students to be college and career ready by attending to the complex variables that promote and inhibit career development. This article provides an illustrative case study of a Somali immigrant student's educational journey to highlight the academic and familial challenges that she encountered while attending U.S. schools. Through this case study, the authors discuss the issues immigrant high school students experience and present culturally responsive practices that school counselors can use to address career development. These culturally responsive practices include developing a strong knowledge of students’ backgrounds and cultures, designing small group interventions that are timely and sensitive to immigrant students’ needs, and strengthening school–family partnerships.     

Cultural capital in educational research: A critical assessment

In this article, we assess how the concept of cultural capital has been imported into the English language, focusing on educational research. We argue that a dominant interpretation of cultural capital has coalesced with two central premises. First, cultural capital denotes knowledge of or facility with “highbrow” aesthetic culture. Secondly, cultural capital is analytically and causally distinct from other important forms of knowledge or competence (termed “technical skills,” “human capital,” etc.). We then review Bourdieu’s educational writings to demonstrate that neither of these premises is essential to his understanding of cultural capital. In the third section, we discuss a set of English-language studies that draw on the concept of cultural capital, but eschew the dominant interpretation. These serve as the point of departure for an alternative definition. Our definition emphasizes Bourdieu’s reference to the capacity of a social class to “impose” advantageous standards of evaluation on the educational institution. We discuss the empirical requirements that adherence to such a definition entails for researchers, and provide a brief illustration of the intersection of institutionalized evaluative standards and the educational practices of families belonging to different social classes. Using ethnographic data from a study of social class differences in family-school relationships, we show how an African-American middle-class family exhibits cultural capital in a way that an African-American family below the poverty level does not.     

On the educational edges of a learning society: the Finnish hinterland as a framework of educational choices for young people

In this article, we examine the school-going and educational choices of youth living in sparsely populated regions of Finland that are located far away from educational institutions. We ask the following question: What kind of concrete impact does the geographic narrowing of educational possibilities have on the lives of youth in remote villages? Thirty-five interviewees (15 boys and 20 girls) between the ages of 14 and 18 were selected for this analysis. According to the results, gender and families’ symbolic resources are still strong predictors of youth’s educational choices; however, in the Finnish hinterland, families’ economic resources become a significant reflection of young people’s realistic educational possibilities. The youth in our analysis can be seen as ‘others’ of the contemporary educational and regional policies – that is, members of a learning society who are living in an educational vacuum and are forced to create their educational paths by making numerous compromises and forgetting many of their personal dreams. Their situation is not unique, as Finland’s wide-ranging neoliberal centralisation policies tend to create educational vacuums in certain regions on the edges of society.     

Social Work Education and the Neo-Liberal Challenge: The US Response to Increasing Global Inequality

During the past several decades, a ‘perfect storm’, resulting from the political–economic changes accompanying globalization, dramatic demographic and cultural transformations in US society and rapid technological advances, has created unprecedented challenges for the social work profession and social work education. These challenges include the widening gap in income and wealth both within the US and between the Global North and South; growing racial and class disparities in health and mental health care, education, employment and housing; a shift within policymaking circles towards fiscal austerity and policies that emphasize market-oriented and individually-focused solutions; and the changing nature of universities, student populations and the educational process itself. Although the formal documents of major social work organizations continue to emphasize social justice themes, the actual practice of social work and the preparation of students for practice, teaching and research have diverged considerably from this rhetorical mission. This is reflected in a variety of ways including, but not limited to, the uncritical adoption of ‘evidence-based practice’ as a cornerstone of social work education and research; the growing stratification of social work faculty; the increased reliance on untested online methods of education; and the emphasis on quantitative ‘outcomes’ as indicators of educational success. At the same time, social work education in the US has been unable to respond effectively to the implications of demographic and cultural diversity, despite the demands of its accrediting body, the Council on Social Work Education. This article will provide an overview of the changing environment of social work and social work education during the past several decades. This will be followed by a discussion of the impact of these changes on social work education and a critique of the response—to date—of social work educators. Finally, it will suggest some potential educational responses to these challenges.     

Strategic self-management: the new youth challenge

Individualization has been a much debated topic in youth research for decades now. Getting a good education and choosing the right one is one of the manifold ways young people deal with late-modern individualization challenges. Based on in-depth interviews with 12 young students aged 17–20 years in the Danish Gymnasium we investigate how young people make sense of, and deal with, these challenges by focusing on how they handle and reflect on their educational biographies. We employ The General Activity Theory to sensitize our contextual understanding of individualization in relation to the youth perspective. Based on our data analysis, this study contributes theoretically by further-developing the concept of ‘strategic self-management’ in an educational context. We conclude that this concept is suitable for encapsulating how young people make sense of, and deal with, their educational biographies facing the new youth challenges. The study thus contributes with an enhanced sensitivity in relation to understanding some of the contemporary challenges of young people whose choice about education echo into their future work life.     

The global three: A Malaysian lens on the challenges and opportunities facing restorative justice planning and implementation

From the rise of restorative justice to evidence-based approaches to reducing recidivism, the intellectual landscape of criminal justice has seen considerable change in recent decades. The result is that an increasing number of countries have tackled the task of shifting preexisting political institutions to confirm with these new understandings. This is, of course, no easy feat. A great number of challenges confront willing policymakers, a reality that often puts philosophy at loggerheads with practicality. Moreover, the political process of change is subject to the influence of cultural and institutional norms. In this paper, we look at one particular case study – that of Malaysia’s juvenile justice system – to understand the challenges faced in changing criminal justice policy. We identify three primary categories of challenges and elucidate their shape and impact through the Malaysian example. We also briefly analyze potential opportunities to mitigate and overcome these challenges. Furthermore, we also conclude with several implications for future research that we deem are important to be taken place. In sum, we argue that criminal justice reform must be undertaken with an eye toward important societal and institutional norms, each requiring thoughtful analysis of complex local cases.     

The logic of counterfactual analysis in case‐study explanation

In this paper, we develop a set‐theoretic and possible worlds approach to counterfactual analysis in case‐study explanation. Using this approach, we first consider four kinds of counterfactuals: necessary condition counterfactuals, SUIN condition counterfactuals, sufficient condition counterfactuals, and INUS condition counterfactuals. We explore the distinctive causal claims entailed in each, and conclude that necessary condition and SUIN condition counterfactuals are the most useful types for hypothesis assessment in case‐study research. We then turn attention to the development of a rigorous understanding of the ‘minimal‐rewrite’ rule, linking this rule to insights from set theory about the relative importance of necessary conditions. We show why, logically speaking, a comparative analysis of two necessary condition counterfactuals will tend to favour small events and contingent happenings. A third section then presents new tools for specifying the level of generality of the events in a counterfactual. We show why and how the goals of formulating empirically important versus empirically plausible counterfactuals stand in tension with one another. Finally, we use our framework to link counterfactual analysis to causal sequences, which in turn provides advantages for conducting counterfactual projections.     

Enhancing Educational Support: Towards Holistic,Responsive and Strength‐based Services for Young Refugees and Asylum‐seekers

The importance of early school experiences in the personal and social development of young refugees and asylum‐seekers has been documented by researchers and enshrined in practice guidelines. The capacity of schools to implement these guidelines is, however, limited, in terms of the availability of appropriate knowledge and skills, financial resources and long‐term planning. In this article we draw upon case studies of six school or education‐based services funded by the Children's Fund. We explore the various ways in which these have enhanced the ability of schools to address multiple and interrelated family‐ and community‐level factors impacting on the educational attendance and achievement of this group. In conclusion, we consider the challenges to scale up and sustain these services.     

Assent-maximizing social choice

We take a decision theoretic approach to the classic social choice problem, using data on the frequency of choice problems to compute social choice functions. We define a family of social choice rules that depend on the population’s preferences and on the probability distribution over the sets of feasible alternatives that the society will face. Our methods generalize the well-known Kemeny Rule. In the Kemeny Rule, it is known a priori that the subset of feasible alternatives will be a pair. We define a distinct social choice function for each distribution over the feasible subsets. Our rules can be interpreted as distance minimization—selecting the order closest to the population’s preferences, using a metric on the orders that reflects the distribution over the possible feasible sets. The distance is the probability that two orders will disagree about the optimal choice from a randomly selected available set. We provide an algorithmic method to compute these metrics in the case where the probability of a given feasible set is a function only of its cardinality.     

Growing Up in A Single Mother Family and Student’s Tardiness: A Cross-National Study Exploring the Moderating Role of Family Resources

Research shows that growing up in a single-parent family has a negative effect on children’s educational level, whereas the relationship between family structure and test scores is less consistent or even nonexistent in some countries. Some authors suggested that something besides cognitive ability is responsible for the poorer school outcomes of children from nonintact families. In this study, we focus on a noncognitive outcome, in this case student tardiness, which is one of the components of problematic absenteeism. Using PISA 2003 data from Australia, Austria, Belgium, Canada, Denmark, Finland, France, Germany, Greece, Italy, New Zealand, Norway, Portugal, Spain, Sweden, the United Kingdom, and the United States, we find that children who grow up in a single-mother family have greater chances of arriving late for school in 16 of the 17 countries analyzed. Some studies have analyzed the extent to which the effect of growing up in a single-mother family is compensated by a high level of family resources. However, these yield mixed findings, which can be attributed to the differences between the countries studied. With the exception of Bernardi and Radl (2014), to our knowledge no study analyzes the heterogeneity of family structure effects using a cross-national approach. We find that in most of the 17 countries analyzed, a high level of family resources, such as home possessions, cultural resources, mother’s occupational and educational level, and mother’s type of work, do not compensate for the harmful effects of growing up in a single-mother family on children’s school tardiness.     

Quasi-experimental evaluation using confirmatory procedures: A case study of an economic and social empowerment intervention to reduce girls’ vulnerability to HIV in rural Mozambique

PurposeOur goal was to determine whether an economic and social empowerment intervention implemented in Zambézia Province, Mozambique reduced girls’ vulnerability to HIV. We use this experience to discuss challenges of evaluating real-world interventions.MethodsTwo rounds of data were collected from 885 girls, 13–19 years, for this clustered, non-equivalent (two-stage) cohort trial. We used multi-level exact matching and difference-in-differences estimation to estimate intervention effects on two outcomes: girls’ knowledge of gender-based violence and school attendance.ResultsEstimates of two outcomes analysed indicated no statistically significant intervention effects. Preliminary analysis of data from the intervention group revealed this study was unable to obtain accurate measures for five outcomes related to HIV vulnerability.ConclusionsAlthough our study did not find evidence of impact on the a priori selected outcomes, we report on our experience implementing this robust methodologic design and describe how the challenges encountered in this program setting affected our ability to attain results. We recommend prospective evaluation designs with random allocation be accommodated early during planning. When not possible, quasi-experimental studies should collect data from large samples. To reduce measurement bias, biological endpoints such sexually transmitted infections should serve as primary outcomes for programs intending to reduce sexual behaviors.     

Building on users' knowledge as a basis for professional expertise? An example from Swedish social care services

Implementing new occupations in social care services as a solution to social problems challenges the knowledge base for social care. This has been particularly evident in services for persons with disabilities. Social policy has emphasized influence over services for persons with disabilities and hence has implemented personal assistance and case management services. Using these as examples, this article explores the professional logic developed, and the ways it relate to existing social professions. The results are presented in a typology defining two occupations as examples of a professional logic based on users’ knowledge. This logic, here called ‘user-mandated professionalism’, is denoted by wide discretion, relationships with users built on trust, and legitimacy mainly stemming from user organizations. The analysis then raises the challenge for social professionals in social care occupations based on users’ knowledge to be explicit about the knowledge base they build on in their arguments and in decision-making.     

Global Centrality and Income Inequality in U.S. Metropolitan Areas: A Test of Two Hypotheses

This article provides a quantitative assessment of two global city hypotheses: Sassen’s polarization and Hamnett’s professionalization claims. We conduct our analysis by using a continuous measure of global city status developed by researchers at the Global and World Cities Research Network (GaWC) and examining its correlation with the Gini index of household income inequality with relevant controls across a large sample of U.S. metropolitan areas in 2008. We examine industrial employment distribution as a causal pathway by which global city formation may influence urban income structures, as per Sassen and Hamnett’s original hypotheses. Results show that global city status is consistently associated with higher levels of inequality, but neither theorist’s claims about causal mechanisms are supported. This begs the question: What explains the correlation? We suggest an alternative hypothesis relating global city status to the distribution of educational credentialing.