Living in the Moment: Lags,Leads, and the Link Between Legislative Agendas and Interest Advocacy*

Objectives. Based on sharply divergent interpretations about the nature of the politics of organized interests, three competing perspectives imply that organized interests variously lead, lag, or are contemporaneous with legislative agendas. Methods. We contribute to this debate by presenting data using a short‐term timeframe to assess the sequence of the relationship between legislative agendas and lobbying activity; we examine the lags and leads in the relationship between legislative agendas in 1995, 1997, and 1999 and the density of state lobbying communities in 1997 using Gray and Lowery's (1996) energy, stability, area (ESA) model of interest system density. Results. The analysis provides little support for the lagging and leading hypotheses and strong support for the contemporaneous hypothesis. Conclusions. Although this analysis will not end all debates over the sequential relationship between legislative agendas and lobbying activity, it suggests that legislative agenda and interest system density are largely governed by within‐session dynamics.     

What is the value of qualitative longitudinal research with children and young people for international development?

This paper draws on data from Young Lives, a longitudinal study of childhood poverty, to explore how international development research might be strengthened by including qualitative longitudinal research (QLR). We review three problems in development studies: (a) the relatively low status of qualitative research within the hierarchy of development knowledge, (b) the predominance of cross-sectional research, and, (c) marginality of research with children and young people. We offer examples from Young Lives research on early marriage in Ethiopia, household poverty dynamics in India and Ethiopia, and aspirations and migration in Peru, to highlight the potential of QLR to address these drawbacks. We suggest that QLR illuminates the dynamic complexities of the processes and practices of everyday life, how they are experienced by children and young people, the responses they make, and the shifting trajectories of their lives.     

NCWWI Tribal Traineeship Programs: Promoting Diversity in the Child Welfare Workforce

Twelve universities and one American Indian (AI) tribal college were selected for the National Child Welfare Workforce Institute’s 5-year stipend traineeship program. These tribal traineeships were designed to provide social work child welfare education for tribal and nontribal students. Twenty-two AI students and 58 nontribal students completed a bachelor or master’s of social work degree. The students’ field placements were in tribal agencies or public agencies that served a segment of the AI population. These programs were enhanced through the use of valuable relationships (i.e., partnerships, mentorships, allies), and cultural competence was a key aspect of the students’ education. The students’ education was enriched with a specific child welfare curriculum, cultural teachings, tribal traineeship collaborations, and tribal community events.