Working with Democratic Dialogue to Cope with Bullying in Multicultural Schools: a simulation in empathy

Bullying is a problem in many schools, but contains specific elements in schools with a multicultural character. In this study we describe the results of a workshop, using simulation as a method, on bullying that took place in Sweden. This approach proved to provide relevant insights into the phenomenon of bullying.     

Becoming Poor: The Experiences of Elders1

Elderly Americans residing in nonmetropolitan (nonmetro) areas have higher poverty prevalence than their metropolitan (metro) counterparts. Data from both the response and nonresponse files of the Panel Study of Income Dynamics (1988 wave) are analyzed to establish the extent to which this disadvantage also occurs in the length of poverty spells and the risk of becoming poor at older ages. Specifically, for individuals aged 55 and older Kaplan-Meier survival functions and multivariate discrete-time hazards models are estimated to document residential differences in the poverty risks of metro and nonmetro men and women. Nonpoor nonmetro elders are much more likely to become poor than metro elders. These results hold when controlling for race, education, marital status, age, change in work effort, becoming widowed, and types of income received.     

The school-to-work transition of 2<Superscript>nd</Superscript> generation immigrants in Denmark

2^nd generation immigrants from less developed countries have less education and a lower employment frequency compared to the native Danish youth. We analyse the school-to-work transition of these groups using panel data for the years 1985–1997. The educational gap between 2^nd generation immigrants and the Danish youth is to some extent explained by age structure, while age does not explain the native-immigrant gap concerning the duration of waiting time until first job and the duration of first employment spell. Instead parental capital and neighbourhood effects seem to play a major role. We find large gender differences among 2^nd generation immigrants in the school-to-work transition.All Correspondence to Nina Smith. Thanks to Thomas Haugaard Jensen, Anne-Sofie Reng Rasmussen and Mette Skak-Nielsen who have done part of the computational work. We also want to thank two anynomous referees and participants in the ESF-conference on Migration and Development in Naples 2000 and the ESPE conference in Athens 2001 for many valuable comments. The project has been financed by the Danish Social Science Research Council (FREJA), the Danish Ministry of Labour and TSER. Furthermore, Helena Skyt Nielsen has been supported financially by the Danish Social Science Research Council (SSF), while this work was undertaken. Responsible editors: David Card and Christopher M. Schmidt.