“Sense” and sensitivity: Informal apprenticeship among youth care workers in a residential treatment center for children

This article reports findings from a 13‐month ethnographic study of knowledge use and expertise among 78 workers in a U.S. residential treatment center for children. It investigates the question of how youth care workers developed expertise in an organization that did not require graduate professional education and provided little didactic training. It demonstrates how processes of informal apprenticeship allowed some workers to develop locally recognized expertise through working alongside more experienced peers. It analyzes the puzzling initial finding that workers simultaneously attributed expertise to innate “common sense” and reported that they developed this form of expertise through informal on‐the‐job apprenticeship. Taking a cultural perspective on learning, this article conceptualizes youth‐serving organizations as communities of practice in which informal apprenticeship contributes to the development of locally valued forms of expertise and addresses the question of why youth care workers appeared to differ in their ability to make use of opportunities for such learning. It explores implications of these findings for workforce development in youth residential treatment and for social work education in general, suggesting simple methods for maximizing opportunities for situated learning.     

The impact of resettlement on Karen refugee family relationships: A qualitative exploration

Refugee resettlement policy in the United States prioritizes family reunification, meaning, resettling families that may have been separated for years are reuniting and reestablishing connections while integrating into a new culture. Scholarship on the impact of resettlement and integration has focused primarily on the individual level, despite evidence that strong family relationships are a documented protective factor for refugee families. This paper aims to explore the impact of resettlement on Karen refugee families' relationships. Data from 6 focus groups with 36 Karen refugee community members and interviews with 8 key stakeholders suggests that refugee families are at risk of a constellation of relational issues that are exacerbated by the stress of resettlement. Data also indicates that families have indigenous strategies for solving problems that could be harnessed to develop culturally relevant family support services.     

Differences in labour force participation by motherhood status among second-generation Turkish and majority women across Europe

Second-generation Turkish immigrants make up an increasingly important segment of European labour markets. These young adults are entering the prime working ages and forming families. However, we have only a limited understanding of the relationship between labour force participation and parenthood among second-generation Turkish women. Using unique data from the Integration of the European Second Generation survey (2007/08), we compared the labour force participation of second-generation Turkish women with their majority-group counterparts by motherhood status in four countries. We found evidence that motherhood gaps, with respect to labour force participation, were similar for majority and second-generation Turkish women in Germany and in Sweden; however, there may be larger gaps for second-generation mothers than for majority women in the Netherlands and France. Cross-national findings were consistent with the view that national normative and social policy contexts are relevant for the labour force participation of all women, regardless of migrant background.     

Do perceptions of their partners’ childbearing desires affect young women’s pregnancy risk? Further study of ambivalence

We explore whether young women’s perceptions of their sexual partners’ childbearing desires contribute to their risk of pregnancy. We used weekly journal data collected from 787 young women to measure their childbearing desires and their perceptions of their partners’ childbearing desires. We then conducted hazard modelling to predict pregnancy risk with variables based on interactions between the women’s desires and their perceived partners’ desires. Models that include perceived partners’ desires perform better than one based on women’s desires alone. The best model contains three significant predictors: one confirms the importance of pronatal, ambivalent, and indifferent desires for pregnancy risk; one indicates that the perceived partners’ antinatal desires reduce women’s pregnancy risk; and one suggests that women who both perceive their partners accurately and are in agreement with them have a lower pregnancy risk. The results indicate that perceived partner data can improve prediction and enhance our understanding of pregnancy risk.     

STUDENT RESPONSIVENESS TO EARNINGS DATA IN THE COLLEGE SCORECARD

Using the universe of SAT score sends to colleges and the exact date on which these scores are sent, we estimate how students responded to the release of the U.S. Department of Education's College Scorecard in September 2015. We find that data on annual cost and graduation rate, both of which were previously available, did not impact the volume of score sends received by colleges. By contrast, we estimate that each 10% increase in reported earnings resulted in a 2.4% increase in score sends. The impact is driven almost entirely by well‐resourced high schools and students. We find little evidence that the count or composition of enrolled students changed as a result of the Scorecard information shock with the exception of a slight increase in academic preparedness, as measured by SAT scores, among enrollees at colleges with higher reported earnings. (JEL I2, I23, I26, I28, L15)     

First Nations,Métis and Inuit presence in the Newfoundland and Labrador curriculum

This article responds to the Truth and Reconciliation Commission Canada’s 2015 call for the education of Canadians about ‘residential schools, treaties, and Aboriginal peoples’ historical and contemporary contributions to Canada.’ It is an analysis of the Canadian and world studies curricula and texts in Newfoundland and Labrador, 1 of the 13 provinces and territories of Canada. The analysis is based on academic research and consultations with First Nations, Métis and Inuit peoples (FNMI) educators, educational administrators and knowledge holders. Although there is evidence of reform, as a whole the curriculum suffers from silences and lack of context, problematic placement and associations, the intrusion of settler perspectives, contradiction over judgement about issues related to FNMI peoples and inconsistency that undermine efforts at reform. This article provides guidance to curriculum designers, textbook writers, teachers and administrators participating in the decolonization of education in Canada.