A tale half told: State exclusionary and inclusionary regimes,incarceration of fathers,and the educational attainment of children

Paternal incarceration leads to educational disparities among children who are innocent of their fathers’ crimes. The scale and concentration of mass paternal incarceration thus harms millions of innocent American children. Current individuallevel analyses neglect the contribution of macro-level variation in responses of punitive state regimes to this social problem. We hypothesize that state as well as individual level investment in exclusionary paternal incarceration diminishes the educational attainment of children, although state inclusionary investment in welfare and education can offset some – and could potentially offset more - of this harm. Understanding intergenerational educational attainment therefore requires individual- and contextuallevel analyses. We use Hierarchical Generalized Linear Models to analyze the National Longitudinal Survey of Adolescent to Adult Health. Disparities in postsecondary educational outcomes are especially detrimental for children of incarcerated fathers located in state regimes with high levels of paternal incarceration and concentrated disadvantage. This has important implications for intergenerational occupational and status attainment.     

Heterogeneous treatment effects on Children's cognitive/non-cognitive skills: A reevaluation of an influential early childhood intervention

The 1962–67 High/Scope Perry Preschool Program, a well-known experimental early childhood intervention study that provided quality preschool education to disadvantaged children, has been shown to have had positive impacts on early child development and on a variety of adulthood outcomes. However, most previous analyses have only examined average treatment effects across all program participants without exploring possible effect heterogeneity by children's background characteristics. We investigated this question by first using the 1964–65 Current Population Survey data in combination with the Perry data to construct a scale of child socioeconomic status based on the estimated propensity for inclusion in the Perry program, then analyzing effect heterogeneity within the Perry sample by strata of our socioeconomic scale. We found that the treatment effects of enrollment in the Perry preschool on cognitive and non-cognitive skills were much larger and more persistent among the most disadvantaged children than among others in the Perry program. Furthermore, among the most disadvantaged children, the treatment (i.e., preschool enrollment) affects later outcomes through a reinforcement mechanism of skill development (i.e., early cognitive gain leads to a non-cognitive gain, which in turn leads to later cognitive gain) and a sequential improvement of cognitive skills over time. These findings have important implications for the evaluation of policy interventions in early child development using experimental data.     

Children's immigrant generational status and delinquency: The mediating effects of friendship networks

A mounting body of empirical studies demonstrates that first-generation immigrant children have a lower level of delinquency and crime but second and third-plus generations report a precipitous increase in these behaviors. Adopting a social network approach, we analyzed the behavioral and structural characteristics of children’s friendship networks across the first, second, and third-plus immigrant generations, and investigated the mediating role of these friendship traits in explaining generational disparity. Our results reveal that children’s friendship networks differ in structural (e.g., popularity) and behavioral features (e.g., network deviance) across immigrant generations. These friendship features, particularly network peer deviance, the percentage of second-generation friends, and children’s popularity mediate the association between immigrant generational status and children’s delinquency. Extending previous research, our study highlights the importance of applying the social network approach to understand delinquency disparity across immigrant generations and suggests that the composition of friendship networks play an important role in immigrant children’s delinquency involvement.     

Life-course changes in the mediation of cognitive and non-cognitive skills for parental effects on children’s academic achievement

We assess life-course changes in how cognitive and noncognitive skills mediate the effect of parental SES on children's academic achievement using data from the Early Childhood Longitudinal Study-Kindergarten Cohort. Our results show: (1) the direct effect of parental SES declines while the mediating effect of skills increases over time; (2) cognitive and non-cognitive skills differ in their temporal sensitivities to parental origin; and (3) in contrast to the effect of cognitive skills, the mediating effect of non-cognitive skills increases over time because non-cognitive skills are more sensitive to changes in parental SES. Our results offer insights into the dynamic role skill formation play in status attainment.     

Racing justice: Mass incarceration and perceptions of courts

This article examines how the emergence of mass incarceration in the United States affected public perceptions of its judicial institutions. Analyses of General Social Survey data collected between 1974 and 2018 indicate that the rising incarceration rate was associated with distinctive changes to Blacks' and Whites' views of courts. As the incarceration rate increased, Blacks' confidence in courts and the legal system fell while Whites' confidence grew. The rising incarceration rate was also associated with a growing Black-White fissure in confidence in the Supreme Court. Finally, although Blacks and Whites each became more likely to believe that courts are too punitive as incarceration increased, the change in these attitudes was twice as large among Blacks than Whites. Overall these results suggest that mass incarceration contributed to a rift in Blacks' and Whites' support for judicial institutions. This article also underscores the importance of macro-level institutional contexts for understanding individuals’ perceptions of institutional authorities.     

羌族人的生态价值观

羌族生活在中国西部高原山区,这一方水土以它的出产,养育着这一方人,也磨砺出羌族人勤劳、坚韧、勇敢的品质,形成了羌族人自己的自然观和适应方式。他们在其文化发展过程中始终保持着对自然的观察了解与感恩敬拜,也对人的行为和能力保持着警惕反思与规范限制。他们的自然观和行为规范于今天寻求可持续发展的社会有着宝贵的借鉴价值。     

Relational skill assets and anti-immigrant sentiments

This study introduces the role of relational skill assets in accounting for attitudes toward immigrants: relational skill assets. Drawing upon stratification researchers’ notion of “non-cognitive skills,” we build a theoretical framework highlighting the role of occupational skill requirements in explaining anti-immigrant sentiment. Then, utilizing two occupation-specific measures, interpersonal skill requirement and instrumental skill requirement, we construct an explanatory factor, relational skill specificity. We test its effect on anti-immigrant attitudes as well as on the concentration of foreign-born workers in occupations, using the 2004 national identity module of General Social Survey. The findings confirm our argument that workers with a higher possession of interpersonal skill assets relative to instrumental skill assets are exposed to less intense competitions with immigrants, and are therefore less likely to express anti-immigrant sentiments. Our findings suggest that occupational-level relational skill assets based on sociocultural differences play an important role in shaping native workers’ attitudes’ toward immigrants.     

Incarceration and Black–White inequality in Homeownership: A state-level analysis

Rising incarceration rates in the United States, as well as the concentration of incarceration among already marginalized individuals, has led some scholars to suggest that incarceration increases economic inequality among American men. But little is known about the consequences of incarceration for wealth, about incarceration’s contribution to Black–White disparities in wealth, or about the broader effects of incarceration on communities. In this article, we use state-level panel data (from 1985 to 2005) to examine the relationship between incarceration rates and the Black–White gap in homeownership, a distinct and important measure of wealth. Results, which are robust to an array of model specifications and robustness checks, show that incarceration rates diminish homeownership rates among Blacks and, in doing so, widen Black–White inequalities in homeownership. Therefore, the findings suggest that the consequences of incarceration extend beyond the offender and may increase inequality in household wealth.     

邓小平晚年思想研究

关于邓小平思想的研究很多,但是关于邓小平正式退休后的思想研究较少。邓小平正式退休后,仍然关注着党的建设事业,关注着第三代中央领导集体的成长。特别是他关于经济、政治、精神文明、社会发展、科技文化、外交等方面均有自己深刻的见解,并对我国社会主义建设具有重要的指导意义。研究邓小平晚年思想,对于完整准确地理解邓小平理论,加深对＂三个代表＂重要思想的理解,提高学习理论和实践的自觉性,坚定社会主义事业的信念,建设具有中国特色社会主义,具有十分重要的现实意义和历史意义。     

关于文化兴国的若干哲学思考

文化兴国是党中央结合当今世界的发展趋势,根据我国国情为实现社会主义现代化建设的宏伟目标而提出的发展战略。文化兴国是全面实现小康社会的保障、是提升全民族精神文化水平的动力,是实现民族复兴的思想源泉。实施文化兴国必须处理好文化与政治经济、开拓创新与继承传统、本国文化与外国文化、量变与质变等关系。为此,要全面提高对社会主义文化重要性的认识,加强社会主义核心价值观教育,推进文化体制改革,创建良好文化环境,重视人才的培养和引进。     

Adolescents’ perception of peer groups: Psychological,behavioral, and relational determinants

Adolescents’ social cognitive understanding of their social world is often inaccurate and biased. Focusing on peer groups, this study examines how adolescents’ psychological, behavioral, and relational characteristics influence the extent to which they accurately identify their own and others’ peer groups. Analyses were conducted with a sample of 1481 seventh- and tenth-grade Chinese students who are embedded with 346 peer groups. Overall, females and older students had more accurate perceptions. In addition, lower self-esteem, higher indegree centrality, and lower betweenness centrality in the friendship network predicted more accurate perception of one’s own groups, whereas higher academic performance and lower betweenness centrality in the friendship network predicted more accurate perception of others’ groups. Implications for understanding the connection between adolescents’ psychological and behavioral traits, social relationships, and social cognition are discussed.     

The ‘developmental gradient’ revisited: Australian children's time with adult caregivers from infancy to middle childhood

Children's time use patterns represent a potentially important mechanism for the transmission of disadvantage across generations. Recent international research indicates that more educated mothers tailor the content of time with children to favour activities that are particularly important at different developmental stages – a finding that has been termed the ‘developmental gradient’. Using time diary data for a sample of Australian children, this paper seeks to extend previous work in several ways. We first establish whether a ‘developmental gradient’ exists in Australian children's time with mothers, comparable to the results from international studies. We go further, however, by extending the analysis to consider time investments provided by fathers and other adult caregivers, and examining the importance of resources for explaining the patterns of time use. Consistent with theory, our results indicate that educational gaps in time spent ‘teaching’ are largest in the 4–5 age group, gaps in ‘play’ time with fathers are largest for toddlers (2–3), and gaps in ‘enrichment’ are largest for 6–7 and 8–9. Time with parents appears to be the primary driver of observed patterns of time spent ‘teaching’ and ‘playing’, while for ‘enrichment,’ differences are distributed across caregivers, but largest for non-parent caregivers. These results are not driven by differential access to resources. Our results suggest that the developmental gradient represents a plausible mechanism for the transmission of intergenerational disadvantage in Australia, and that policy responses focussed on better educating parents to understand the developmental needs of their children are likely to be an effective response.     

Social and behavioral skills and the gender gap in early educational achievement

Though many studies have suggested that social and behavioral skills play a central role in gender stratification processes, we know little about the extent to which these skills affect gender gaps in academic achievement. Analyzing data from the Early Child Longitudinal Study-Kindergarten Cohort, we demonstrate that social and behavioral skills have substantively important effects on academic outcomes from kindergarten through fifth grade. Gender differences in the acquisition of these skills, moreover, explain a considerable fraction of the gender gap in academic outcomes during early elementary school. Boys get roughly the same academic return to social and behavioral skills as their female peers, but girls begin school with more advanced social and behavioral skills and their skill advantage grows over time. While part of the effect may reflect an evaluation process that rewards students who better conform to school norms, our results imply that the acquisition of social and behavioral skills enhances learning as well. Our results call for a reconsideration of the family and school-level processes that produce gender gaps in social and behavioral skills and the advantages they confer for academic and later success.     

Why does college education matter? Unveiling the contributions of selection factors

This study investigates the contributions of pre-college selection factors that may partially lead to the college degree – health link by using longitudinal data from the National Longitudinal Survey of Youth (1979) cohort. Propensity score matching method finds that the effects of college degree on various health outcomes (self-rated health, physical component summary index, health limitations, CESD scale) are reduced by 51% on average (range: 37%–70%) in the matched sample. Among these observed factors, cognitive skill is the biggest confounder, followed by pre-college health and socioeconomic characteristics (marital aspiration, years of schooling, marriage, fertility, poverty status) and non-cognitive skills (e.g., self-esteem). Rotter Internal-External Locus of Control scale is not significantly associated with all four health measures. The effects of most indicators of family background (parental education, family stability, family size, religious background) on the health of adult children are not direct but through offspring's early adulthood health and socioeconomic status.     

CDIO模式下C语言教学项目专业化研究

社会的不断发展对研究生的综合素质提出了更高的要求,高层次复合型人才已经成为研究生培养必须实现的目标,但是我国大多数理工科院校的研究生英语课堂教学重理论、轻实践、重讲授、轻参与、重知识、轻创新的情况严重影响了学生的学习热情及教学效果,迫切需要改革。CDIO工程教育理念以项目训练为载体设置课程和教学模式,强调以学生为中心,符合现代工程技术人才培养的一般规律,文章论述了在CDIO工程教育理念的指导下,在研究生英语课堂教学模式上的一次尝试,为工科院校研究生英语课堂教学新模式的探索提供新的思路。     

《为人民服务》人本价值的四重意蕴

《为人民服务》是载入中国共产党史册的光辉篇章,是马克思主义经典著作中的重要文献,其核心思想“为人民服务”充分体现了中国共产党人坚持人民主体地位,充分尊重人民群众的首创精神;坚持人民利益至上,始终忠实地代表和发展中国最广大人民群众的根本利益;注重人文关怀,更好地保持党同人民群众之间的血肉联系;促进人的自由全面发展,始终重视促进人的个人价值和社会价值的双重实现。显然,人的所有价值创造实践皆围绕人的主体需要而展开,这决定了人本价值在所有价值中的核心地位,因此梳理《为人民服务》人本价值的这四重意蕴,对于实践中国特色社会主义和实现中华民族伟大复兴中国梦具有重要意义。     

我国钢铁产业转型发展研究

2013年我国钢铁行业较2012年有所好转,但供需矛盾仍然严重,产能过剩问题延续。本文通过对我国新时期工业发展现状和我国钢铁产业发展现状进行分析,认为我国钢铁产业要面对转型升级,要接受钢铁产业出口、钢铁行业产能过剩和钢铁产业环保压力等多方面的挑战。最后根据我国钢铁产业的现状和问题,从钢铁产业政策、产业集中和营销等方面提出有效解决途径。     

Early cognitive skills of Mexican-origin children: The roles of parental nativity and legal status

Although one-third of children of immigrants have undocumented parents, little is known about their early development. Using data from the Los Angeles Family and Neighborhood Survey and decennial census, we assessed how children's cognitive skills at ages 3 to 5 vary by ethnicity, maternal nativity, and maternal legal status. Specifically, Mexican children of undocumented mothers were contrasted with Mexican children of documented mothers and Mexican, white, and black children with U.S.-born mothers. Mexican children of undocumented mothers had lower emergent reading skills than all other groups and lower emergent mathematics skills than all groups with U.S.-born mothers. Multilevel regression models showed that differences in reading skills are explained by aspects of the home environment, but the neighborhood context also matters. Cross-level interactions suggest that immigrant concentration boosts emergent reading and mathematics skills for children with undocumented parents, but does not similarly benefit children whose parents are native born.     

中国社会主要矛盾及其转化的实证解读

中国特色社会主义进入新时代,中国社会主要矛盾已经转化为人民日益增长的美好生活需要和不平衡不充分的发展之间的矛盾。准确理解和把握新时代中国社会主要矛盾的转化,总结历史和现实的经验,把握中国共产党在不同时期对我国社会主要矛盾的认识,把握中国社会主要矛盾的内在演化,把握平衡与充分发展的相对性,把握美好生活的内涵,对于“深入学习理解党的十九大精神,提升党的执政能力,丰富党的执政智慧,更好地运用习近平新时代中国特色社会主义思想推进党和国家事业的不断发展,把我国建设成富强民主文明和谐美丽的社会主义现代化强国,实现中华民族伟大复兴的中国梦”都具有重大而深远的理论意义和实践价值。     

李大钊对史学价值的思考

李大钊对史学价值的思考,是他史学思想中的重要内容。他以马克思主义唯物史观为指导,从史学与人生、史学与国家、史学与治学三个维度探讨了史学的价值,从而大大地拓宽了传统史学的价值。在李大钊看来,史学不仅能提高人生修养、端正人生态度、规划人生道路、领悟人生真谛,而且它还是激发爱国情感的源泉、“感奋兴起”的“救国学术”、制定革命策略的依据。同时,李大钊认为史学能训练治学者的思维和技能,而其中最主要的是能培植“与时俱进”、不断创新的思想,培养求真务实、严谨周全的学风．培育融汇古今、贯通中外的学识。回顾和探讨李大钊的史学价值观对当代弘扬党重史、读史和鉴史的优良传统和建设马克思主义学习型政党具有重要的启示意义。