Teachers as risk and resource factors in minority students’ school adjustment: an integrative review of qualitative research on acculturation

ABSTRACT

The present study is embedded in the contextual approach of acculturation research. It examines teachers’ attitudes and behaviors, teachers’ expectations as well as their teaching practices as risk and resource factors in minority students’ school adjustment. The study applies the method of content analysis and uses a deductively developed and inductively enriched system of categories. The results of the study provide an integrative review of qualitative research on the role teachers play in the acculturation process of minority youth and their adjustment outcomes in the school context.     

The Youngest Victims of Violence: Examining the Mental Health Needs of Young Children Who Are Involved in the Child Welfare and Juvenile Justice Systems

Children placed in the state’s custody due to neglect, abuse or maltreatment are one of America’s most vulnerable populations. Seventy-five percent of child victims of maltreatment are under the age of 12. Not only is their suffering a problem, these children are also at increased risk for delinquent behavior later in life. While research has documented the potential long-term consequences of child abuse and neglect, the mental health needs of young children involved in the foster care and juvenile justice systems have been largely overlooked. This study examined the social, emotional and behavioral difficulties of 670 children, age 3–11, who were involved in the child welfare and juvenile justice systems. Children in this study were living in residential treatment facilities, group homes, foster care homes or were receiving intensive home-based services. To assess the children’s mental health needs caregivers completed the parent form of the Strengths and Difficulties Questionnaire (Goodman, Journal of Child Psychology and Psychiatry 38:581–586, 1997). The findings indicated a high prevalence of mental health problems, with 81 % of the children in the sample having a total difficulties score in the borderline or abnormal range and 90 % of the children having borderline or abnormal scores on at least one of the subscales (conduct, emotional, peer or attention problems). When characteristics such as gender, race and age were considered significant differences were found among boys and girls, Caucasian and minority children, and age groups. The findings highlight the importance of mental health assessment and interventions that are gender and culturally sensitive and developmentally appropriate.     

Assessing the efficiency of HRD practices in knowledge-intensive firms

The article presents the results of a comparative study of human resource development (HRD) in two groups of knowledge-intensive firms: those working in the information technology (IT) field and in advertising/public relations (PR) field. One hundred Russian medium-sized enterprises participated in the study. The questionnaire was developed on the basis of the European quality standard ‘Investors in People’. The study findings suggested that the differences in HR practices aimed at personnel development between two groups of companies were statistically significant. Thus, in the advertising/PR companies, HRD practices were used more actively and effectively, with particular emphasis on providing timely feedback and involving employees in the decision-making process. In IT companies, formal assessment tools were used more often, while in advertising/PR companies, more informal and individualized approaches were more prevalent.     

Making the Business School More 'Critical': Reflexive Critique Based on Phronesis as a Foundation for Impact

This paper explores how the business school can become more critical by advancing the notion of reflexive critique . Drawing on diverse literatures propounding a critical perspective, this paper integrates the various interpretations of 'what it is to be critical' and proposes phronesis as a foundation for responding to and extending the relevance and rigour debate by articulating what it means for business schools to have a critical impact on management practice. A phronetic analysis of management education provides an innovative lens for understanding the power of critique in engaging academics and business practitioners in the co-creation of knowledge. This is illustrated by distilling the main insights from the experience of introducing an innovative course entitled 'Critical Thinking' offered to MBA students over a five-year period. The paper discusses the importance of critique in the business curriculum and explains the rationale for introducing the course and its objectives, as well as the learning and teaching techniques employed. The analysis considers how reflexive critique can be a platform for integrating a critical analysis of management informed by management research and academic thinking in relation to business practitioners' practical experiences of managing. The paper concludes with a review of the main lessons learned and the implications for future initiatives intended to foster engagement of theory and practice and the collaboration of academics and business practitioners.     

For love and money: Navigating values at the antiques roadshow event

Antiques Roadshow Events are held in historic locations across the United Kingdom. On site, experts evaluate objects brought in by attendees, who are often cast as passive recipients, while edited highlights make up the long-running BBC TV program. Through Collaborative Event Ethnography at one Roadshow Event we show how object stories are navigated through “value talk” between attendees and experts in front of live audiences. Value is not a measurement but a dimension of the thing and its context. Stories and money are both integral in understanding worth, and final valuations are only partially shaped by given expertise.     

On the generalization and decomposition of the Bonferroni index

A simple algorithm is proposed which defines the Bonferroni as the product of a row vector of individual population shares, a linear mathematical operator called the Bonferroni matrix and a column vector of income shares. This algorithm greatly simplifies the decomposition of the Bonferroni index by income sources or classes and population subgroups. The proposed algorithm links also the Bonferroni index to the concepts of relative deprivation and social welfare and leads to a generalization where the traditional Bonferroni and Gini indices are special cases. The paper ends with an empirical illustration based on EU-SILC data for the year 2008.     

U.S. Population Estimates and Correlates of Sexual Abuse of Community-Dwelling Older Adults

We describe the annual prevalence of sexual abuse among community-dwelling older adults in the United States. We also describe factors associated with experiencing sexual abuse. We used data from 24,343 older adults from the 2005 Behavioral Risk Factor Surveillance System pooled across 18 states. We estimated prevalence of sexual abuse, bivariate distributions, and odds ratio associations across demographic, health, and contextual factors. Our results show that 0.9% of older adults reported experiencing sexual abuse in the previous year. This represents approximately 90,289 community-dwelling older adults. We also report on factors associated with experiencing recent sexual abuse. There was a significant gender by binge drinking interaction, with a stronger association among women. There is a need for health promotion efforts targeted specifically toward older adults, encouraging them to seek services, if possible, after exposure to sexual abuse.     

The “Pilgrim Question”: Regulating the Hajj in Late Imperial Russia

The goal of this article is to complicate the existing scholarly account of Russian policies toward the hajj, which heretofore have been studied primarily as an aspect of the tsarist state’s relations with Islam and empire building. This article demonstrates that in the late nineteenth and early twentieth centuries, the hajj came to be understood by many educated Russians within and outside the government as a highly complex and contested “pilgrim question” which engaged a broad range of difficult issues: problems of governance, such as an aspiration for more effective regulation of increased mass mobility, identification of border-crossers and sanitary control, as well as issues of empire, socio-political and confessional order, and economic development. The essence of the “question” was how to order the travel of Muslim pilgrims to the holy places outside of the empire’s borders. Imperial expansion, the growth of the empire’s Muslim population, and the development of long-distance transportation all contributed to an increasing number of Muslim pilgrims from Russia. In response, and inspired by new conceptualizations of the role of a modern state in relation to its subjects, some Russian officials sought to take greater control of the hajj. By focusing on the Russian government and public debate on how to regulate the hajj, this article examines why and how educated Russians increasingly came to see the annual Muslim pilgrimage as a “question.” It discusses the different dimensions of this problem and what the proposed regulation entailed. Finally, the article suggests why the “pilgrim question” remained a contested issue in late imperial Russia.     

Hidden school dropout among immigrant students: a cross-sectional study

Actual school dropout among immigrant youth has been addressed in a number of studies, but research on hidden school dropout among immigrant students is rare. Thus, the objective of this paper is to analyze hidden school dropout among primary school students with an immigrant background. The analyses were performed using survey data of 1186 immigrant students in Swiss primary schools. Our results show that immigrant students’ academic achievement, their attitudes towards school-related values, and the quality of their relationships with classmates and teachers were significant predictors of their disengagement during classes. Moreover, our findings strongly suggest that those predictors that are important for actual school dropout are crucial for hidden school dropout as well. We conclude that low-achieving immigrant youth who do not value school and who have poor relationships with teachers and peers are especially at risk of hidden and, eventually, of actual school dropout.     

Regrounding Youth Cultural Theory (in Post‐Socialist Youth Cultural Practice)

This article considers how the study of youth cultural practice in Eastern Europe informs theoretical and empirical debate about youth culture. It charts the trajectory of academic writing on East European youth cultures and suggests the region’s state socialist past (which made social inequalities relatively insignificant at a time when, elsewhere, youth cultural studies were dominated by class‐based readings) combined with the explosion of inequality in the post‐socialist period (by which time class‐resistant post‐subcultural theories led anglophone academic discussion), makes it an interesting vantage point from which to reconsider academic paradigms. Drawing on empirical examples of youth cultural practice in (post)‐socialist Eastern Europe, it argues for a perspective that integrates structural and cultural factors shaping young people’s lives. It suggests moving forward western theoretical debates – often stymied in arguments over nomenclature (‘subculture’, ‘postsubculture’, ‘neo‐tribe’) – by shifting the focus of study from ‘form’ (‘subculture’ etc.) to ‘substance’ (concrete cultural practices) and attending to everyday communicative, musical, sporting, educational, informal economy, and territorial practices. Since such practices are embedded in the ‘whole’ rather than ‘subcultural’ lives of young people, this renders visible how cultural practices are enabled and constrained by the same social divisions and inequalities that structure society at large.