Unequal returns to social capital: the study of Malays in Singapore through a network lens

Using the concepts of ‘social capital deficit’ and ‘return deficit’, this study considers the social network aspects of social disadvantage among Malays in Singapore, as compared to Singaporean Chinese. Analysing a 2005 representative survey, we find Malays have less social capital than Chinese, a social capital deficit partly explained by their lower educational attainment. We find no return deficit in earnings: that is, every additional unit of social capital increases earnings equally for Chinese and Malays. However, we find return deficits in education: every additional unit of social capital (e.g. ties to educated parents) increases educational attainment more for Chinese than Malays. In all, this study offers a social capital explanation for Malay ‘plight’, complementing the more conventional explanations of human and economic capital.     

When Working Hard Is Not Enough for Female and Racial/Ethnic Minority Apprentices in the Highway Trades

Drawing on employment records, qualitative interviews, and a survey, we explore the experiences of apprentices in the highway trades in Oregon. We demonstrate that female and racial/ethnic minority apprentices have lower rates of recruitment and retention and disproportionately face challenges with interpersonal interactions, hiring practices, and supervisory practices. Yet, we find a pervasive narrative that attributes apprentices' success to “hard work,” which contributes to the legitimacy of these inequalities. Consistent with the conceptualization of work organizations as inequality regimes, we argue that the apprenticeship system has policies, practices, and ideologies that are on the surface gender and race/ethnicity neutral, yet lead to the perpetuation of inequalities.     

Conceptualizing maternal and paternal autonomy support and control among adolescents in Hong Kong

This study examined how parental autonomy support and control are conceptualized by adolescents in Hong Kong (Grades 7–11) using the Perceived Parental Autonomy Support Scale. Competitive models were evaluated using confirmatory factor analyses. Although the 6-factor model demonstrated the best fit, further analyses indicated that a second-order structure was more appropriate. Provision of choice, acknowledgment of child's feelings, rationale for rules, and demands subsumed under autonomy support. Guilt-inducing criticisms and the use of threats subsumed under control. Performance pressure emerged as a first-order construct on its own. Measurement invariance was evident across adolescent gender and age. All subscales had adequate to strong reliability. Discriminate validity was evident. Findings offer insights into the conceptualization of autonomy support and control in Hong Kong.     

Employment and earnings of foreign-born scientists and engineers

Population Research and Policy Review -     

Comorbid mood and adjustment disorders among pathological gamblers seeking treatment in Hong Kong

Research findings on comorbidity and pathological gambling are non–existent in Chinese communities. The objectives of this study were to: (a) determine the prevalence of comorbid mood and adjustment disorders among pathological gamblers seeking treatment in Hong Kong; (b) compare demographic profiles and clinical features in pathological gamblers with and without comorbid mood and adjustment disorders; and (c) explore the association and temporal relationship between pathological gambling and comorbid mood and adjustment disorders. Assessment instruments included demographic data, BSI, SCID-I, ASI and LIFE-RIFT. Results showed that about two-thirds (63.7%; n = 128) of 201 participants reported lifetime comorbid psychiatric disorders. Most common comorbid disorders were mood disorders (29.4%; n = 59) and adjustment disorders (20.9%; n = 42). Pathological gamblers with comorbid mood or adjustment disorders showed more severe levels of psychopathology, impairment in psychosocial functioning and gambling problems. This study is important because it is the first scientific comorbidity study among pathological gamblers in a Chinese context.     

Two-Group Classification Using Neural Networks*

Artificial neural networks are new methods for classification. We investigate two important issues in building neural network models; network architecture and size of training samples. Experiments were designed and carried out on two-group classification problems to find answers to these model building questions. The first experiment deals with selection of architecture and sample size for different classification problems. Results show that choice of architecture and choice of sample size depend on the objective: to maximize the classification rate of training samples, or to maximize the generalizability of neural networks. The second experiment compares neural network models with classical models such as linear discriminant analysis and quadratic discriminant analysis, and nonparametric methods such as k-nearest-neighbor and linear programming. Results show that neural networks are comparable to, if not better than, these other methods in terms of classification rates in the training samples but not in the test samples.     

Inconsistent Latino Self-Identification in Adolescence and Academic Performance

Research has documented important connections between ethnic identity and academic success. In the multiethnic context of the US, ethnic self-identification is a dynamic process that develops through social interaction within institutions. Understanding the emergence of a Latino self-identity within schools can provide insight into the meanings adolescents confer to a “Latino” identity and the relationship between a Latino self-identity and academic success. This study uses data from the National Longitudinal Study of Adolescent Health to examine (1) the association between a Latino self-identification in-school but not at home and academic well-being, (2) the association between a Latino self-identification in-school but not at home and school processes, and (3) whether school processes help to mediate the relationship between Latino self-identification in-school but not at home and academic well-being. Results suggest that while adolescents who identify as Latino at school but not at home come from families and neighborhoods with higher levels of economic and human capital, by the end of high school they have accumulated less educational capital then either consistently identifying Latinos or non-Latino whites. Much of this association can be explained by prior academic experiences, yet other factors associated with resistance to institutional norms and attending low performing schools may also be important. Results suggest that non-minority, underachieving adolescents may choose to self-identify as Latino in schools as a way to save face and avert identity crises and that perhaps youth in schools have come to associate a Latino identity with poor school performance.