Opposition to Solid Waste Incineration: Pre- Implementation Anxieties Surrounding a New Environmental Controversy*

Despite sociopolitical controversy surrounding the solid waste crisis, little sociological attention has focused on this crucial environmental issue. Drawing on research from the technological controversies, environmental concern, and solid waste literatures, this study examines the pre-implementation anxieties of a Louisiana community faced with a proposal to build an incinerator in its backyard. Utilizing survey data, a causal path model is developed in which the perceived advantages of the technology, general environmental concern, and support for recycling initiatives are identified as explanatory variables of incinerator opposition. Implications of these findings for the study of technical controversies and the larger solid waste crisis also are suggested.     

Eliciting children’s recall regarding home life and relationships

Abstract

Child interviews form an important component of custody evaluations. Yet, research on children’s responses to questions about home life and relationships is lacking. In the present study, children (N?=?47) aged 6 to 10?years were interviewed about their daily routines and family relationships. Responses to four categories of questions were compared: open and specific questions about routines, and negative and positive aspects of family relationships. Responses were coded for amount of information, informativeness, topic pertinence, and refusals to answer. Results suggested that questions about everyday routines and relationships elicit relevant and informative responses from children. It is suggested that interviewers begin with open-ended questions regarding daily routines to structure family law interviews with children.     

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.     

Peer Victimization: The Role of Emotions in Adaptive and Maladaptive Coping

Mediator models were examined in which children's emotional reactions to peer aggression were hypothesized to mediate their selection of coping strategies and subsequent peer victimization and internalizing problems. Self‐report data were collected from 145 ethnically diverse kindergarten through fifth grade children (66 females and 79 males) who attended a predominantly low‐ to middle‐class school. Hypothetical scenarios were used to assess children's anticipated responses to peer aggression. Victims reported more intense negative emotions (e.g., fear and anger) than did nonvictims. Fear emerged as a predictor of advice seeking which, in turn, predicted conflict resolution and fewer internalizing problems. Conflict resolution was associated with reductions in victimization. Anger and embarrassment predicted revenge seeking which, in turn, was associated with increases in victimization. Additional pathways predicting changes in peer victimization across a single academic year as a function of children's emotional and coping responses to peer abuse are discussed.     

Residential Mobility and Children's Social Capital: Evidence from an Experiment*

Objective. This article examines the effects of residential mobility on social connections that are likely to affect children's well‐being. Methods. We use data from a survey of participants in a housing experiment in Los Angeles, California to examine whether families that moved from public housing projects to other neighborhoods suffered short‐term losses of social capital. Results. Results indicate that residential mobility is associated with a reduced likelihood of parents talking with the parents of their children's friends. However, the effects of residential mobility on social capital are sensitive to adjustments for poverty levels in destination neighborhoods and factors that influence the probability of moving. Conclusions. Our results suggest that at least some of the negative effects of moving shown in previous studies may be due to negative selection. That is, families that move may be less successful at developing social ties than families that do not move. This finding suggests that future research on residential mobility needs to pay closer attention to factors that influence why and where families move.     

Institutional Change and Coproduction of Public Services: The Effect of Charter Schools on Parental Involvement

Recent discussions of school choice have revived arguments thatthe decentralization of governing institutions can enhance thequality of public services by increasing the participation ofintended beneficiaries in the production of those services.We use data from the Schools and Staffing Survey to examinethe extent to which the decentralization of authority to charterschools induces parents to become more involved in their children'sschools. We find that parents are indeed more involved in charterschools than in observationally similar public schools, especiallyin urban elementary and middle schools. Although we find thatthis difference is partly attributable to measurable institutionaland organizational factors, we also find that charter schoolstend to be established in areas with above-average proportionsof involved parents, and we find suggestive evidence that, withinthose areas, it is the more involved parents who tend to selectinto charter schools. Thus, while the institutional characteristicsof charter schools do appear to induce parents to become moreinvolved in their children's schools, such characteristics areonly part of the explanation for the greater parental involvementin charter schools than in traditional public schools.