Asymptotic inference in poverty indices: an empirical processes approach

We derive an empirical poverty index containing most of those proposed in the literature. Then, we study its asymptotic behavior by using empirical processes theory. From the results obtained, we derive a Wald-type test for comparing a vector of theoretical poverty indices to a vector of reference indices. We study the test statistic under the null hypothesis of equality, fixed alternatives, and a sequence of local alternatives. A simulation experiment conducted shows that our test performs well for exponential and Pareto data.     

Does Viewing Pornography Diminish Religiosity Over Time? Evidence From Two-Wave Panel Data

Research consistently shows a negative association between religiosity and viewing pornography. While scholars typically assume that greater religiosity leads to less frequent pornography use, none have empirically examined whether the reverse could be true: that greater pornography use may lead to lower levels of religiosity over time. I tested for this possibility using two waves of the nationally representative Portraits of American Life Study (PALS). Persons who viewed pornography at all at Wave 1 reported more religious doubt, lower religious salience, and lower prayer frequency at Wave 2 compared to those who never viewed porn. Considering the effect of porn-viewing frequency, viewing porn more often at Wave 1 corresponded to increases in religious doubt and declining religious salience at Wave 2. However, the effect of earlier pornography use on later religious service attendance and prayer was curvilinear: Religious service attendance and prayer decline to a point and then increase at higher levels of pornography viewing. Testing for interactions revealed that all effects appear to hold regardless of gender. Findings suggest that viewing pornography may lead to declines in some dimensions of religiosity but at more extreme levels may actually stimulate, or at least be conducive to, greater religiosity along other dimensions.     

Generating Dynamic Democratic Discussions: An Analysis of Teaching With U.S. Presidential Debates

Researchers have found that when young people participate in discussions of controversial political issues, they often become more politically engaged and informed (Hess, 2009 Hess, Diana E. (2009). Controversy in the classroom: The democratic power of discussion. New York, NY: Routledge.[Crossref] , [Google Scholar]). Nonetheless, some educators avoid fostering such discussions because they can become heated and distract from academic learning (Hess, 2002 Hess, Diana E. (2002). Discussing controversial public issues in secondary social studies classrooms: Learning from skilled teachers. Theory &; Research in Social Education, 30(1), 10–41.[Taylor &; Francis Online] , [Google Scholar]). Presidential elections, including the highly publicized debates, provide substantial material for discussions of major national and international issues, but no published research has examined how educators can leverage these events to generate productive civic learning experiences. In this article, we analyze data collected in seven high school classrooms during the 2012 presidential election to examine the challenges and opportunities associated with generating substantive, dynamic discussions of presidential debates. Our findings indicate that students enjoyed learning about candidates' different perspectives and that certain strategies were especially helpful for fostering substantive discussions: (a) scaffolding students' preparation for discussion; (b) providing opportunities for students to address open-ended questions; (c) redirecting students' engagement in competitive, interpersonal dynamics to learning about public issues; and (d) countering students' partisan tendencies. We discuss implications for practice and research and present a conceptual framework for generating dynamic, substantive democratic discussions.     

Discussing Global Issues Through Contemporary Art

Contemporary global issues can be examined through the lens of modern photographic art. In an effort to prepare global-ready graduates, this article explores the pressing problems of environmental degradation, urbanization, and homelessness through the work of three contemporary artists. Illustrative works, suggested approaches, and curriculum resources are provided.     

Developing a culturally-specific mixed methods approach to global research

With much of the development of mixed methods occurring through the works of scholars from the US, the UK, Canada, and the Anglos-Saxon/English-speaking countries, the discourse about a global research community must consider how it needs to be sensitive to diverse cultures. Clearly, the discussion must focus on adapting mixed methods to best fit the problems of countries, the cultural norms of conducting research, and the scholarly talents of in-country investigators. Unfortunately, the mixed methods literature is largely silent on diverse cultural adaptations of mixed methods.In this article, we first trace the involvement of worldwide countries in the historic development of mixed methods. Then, to gain a better understanding of the use and adaptation of mixed methods in diverse world academic cultures, we provide a qualitative study of themes mentioned by participants from seven different countries. From both the historical overview and the qualitative study, we end by making suggestions about specific strategies for a global discourse about mixed methods research, and suggest a de-colonizing presence of the Anglo-Saxon/English-speaking countries in the global expansion of mixed methods.     

Becoming a Race-Conscious Social Studies Teacher: The Influence of Personal and Professional Experiences

In this interpretive case study the researchers examined the beliefs of 13 self-identifying race-conscious secondary social studies teachers from diverse racial or ethnic, gender, and school-context backgrounds. The researchers found that the teachers' beliefs and views of practice were generally aligned with the main assertions of critical race theory. The teachers described their personal and professional experiences as a major influence on their race-conscious beliefs and views of practice. Moreover, teachers in diverse contexts described having to learn how to navigate the different racial experiences of the students in their classrooms, while teachers in racially segregated contexts (predominately White, Black, or Latino) emphasized the importance of teaching their students about others. Finally, despite the teachers' regular integration of race-related issues into their required and elective courses, they expressed a desire to have more opportunities to teach about race.     

Familial Patterning and Prevalence of Male Androphilia in Samoa

Previous research established that male androphilia (i.e., sexual arousal and attraction to adult males) clusters in families. Some studies find that male androphilia clusters in both the paternal and maternal lines, while others find that it clusters only in the latter. Most of the research investigating the familial nature of male androphilia has taken place in Western cultural contexts that are problematic for such research because they are characterized by low fertility. To address this, our previous work has examined familial patterning of male androphilia in Samoa, a high-fertility population in which androphilic males are readily identified due to their public status as fa’afafine (a third gender category). Building on this work, the present study replicated the familial nature of male androphilia in Samoa using a sample size that was ~122% larger than the one we previously employed (N = 382, M ±SD age: 29.72 years ±10.16). Samoan fa’afafine had significantly more fa’afafine relatives in their maternal and paternal lines compared to Samoan gynephilic males (p < .001). The prevalence of male androphilia was equivalent across both the paternal and maternal lines (all p > .15). The revised prevalence estimate of male androphilia in Samoa falls between 0.61% and 3.51%.     

The Mental Health Advantage of Immigrant‐Background Youth: The Role of Family Factors

Children of immigrant background, despite problems with acculturation, poverty, and discrimination, have better mental health than children of native parents. We asked whether this is a result of immigrant families' characteristics such as family structure and relations. Using a new comparative study on the integration of immigrant‐background youth conducted in England, Germany, the Netherlands, and Sweden (N = 18,716), particularly strong associations with mental health (internalizing and externalizing problems) were found for family structure, family cohesion, and parental warmth. Overall, half of the advantage in internalizing and externalizing problems among immigrant‐background youth could be accounted for by our measures of family structure and family relations, with family cohesion being particularly important.