The Role of Evaluator-Victim Relationships in Children's Evaluations of Peer Provocation

Second-, third-, fifth-, and sixth- grade children evaluated two hypothetical target peers in three provocation scenarios which differed as to the intent of a provocative act (Ambiguous, Accidental, Hostile). In addition to age and gender, evaluator-victim relationship was manipulated with children portrayed as being in a best friend, an acquaintance, or an enemy relationship with the victim, while the agent of the provocation was an unfamiliar peer. Evaluations were assessed in terms of attributions of aggressor's intentions, behavior response of the victim, evaluator's liking for victim, and evaluator's affect. Results indicated that older children evaluated aggressor's intentions and victim's behavior response more negatively than did younger children. Further, attributions of aggressor's intent significantly predicted the victim's subsequent behavioral response. Evaluator's affect was reported to be more negative when evaluating hostile provocation compared to accidental or ambiguous provocation and evaluators in acquaintance and enemy relationships with the victim reported liking the victim more after the provocation than before it occurred. Results are discussed in terms of the social relational and social situational influences on children's evaluations of peer interactions and the need to integrate these contextual factors in children's person perception research.     

Educational inequality across three generations in Australia

The transfer of advantage and disadvantage across multiple generations is receiving increasing attention in the international literature; however, transfers of resources across multiple generations in Australian families are less well understood. Using a longitudinal dataset of Australian children, we have the opportunity to not only investigate the transfer of educational resources across three generations in Australia, but also investigate the gendered nature of these transfers, which has been a limitation of other studies. We find no evidence of individual grandparent education effects on numeracy and reading scores for grandchildren in Year 3, independent of parent educational attainment and other covariates. However, significant effects on numeracy and reading scores were observed for children in families where both the grandmother and grandfather in maternal and paternal grandparent sets had high educational attainment (a diploma or university qualification), and where either or both the mother and father had a university qualification. These results suggest that the contribution of grandparents to the academic achievement of grandchildren cannot be fully explained by the parent generation and that the concentration of human capital in families contributes to educational inequalities across multiple generations that can be observed by eight years of age.     

We are not walking wave functions. A response to “Quantum Mind and Social Science” by Alexander Wendt

Alexander Wendt raises many interesting questions in this book, but to get to the answers he wants, he relies on a misunderstanding of the nature of the quantum states of macroscopic objects.     

Understanding the Ecological Validity of Relying Practice as a Basis for Risk Identification

Understanding the reliability of hazardous organizations and their protective systems is central to understanding the risk they produce. Work on “high reliability organization” has done much to illuminate the conditions in which social organization becomes reliable in highly demanding conditions. But risk depends just as much on how relying entities do their relying as it does on the reliability of the entities they rely on. Patterns of relying are often opaque in sociotechnical systems, and processes of relying and being relied on are mutually influencing in complex ways, so the relationship between relying and risk may not be at all obvious. This study was an attempt to study relying as a social practice, in particular analyzing how it had ecological validity in a social organization—how practice was responsive to the conditions in which it took place. This involved observational fieldwork and inductive, qualitative analysis on an offshore oil and gas production platform that was nearing the end of its design life and undergoing refurbishment. The analysis produced four main categories of ecological validity: responsiveness to formal organization, responsiveness to situational contingency, responsiveness to information asymmetry, and responsiveness to sociomateriality. This ecological validity of relying practice should be a primary focus of risk identification, assessing how relying can become mismatched to reliability in certain ways, both when relying practice is responsive to circumstances and when it is not.     

ANTITRUST ECONOMICS AND CONSUMER PROTECTION ECONOMICS IN POLICY AND LITIGATION: WHY THE DISPARITY?

The lag in the use of microeconomics in consumer protection policy and litigation—as compared with the use of microeconomics in antitrust/competition policy and litigation—has at least three causes: a considerably shorter period of intellectual development; the specific historical origins and culture of the U.S. Federal Trade Commission (FTC), where this disparity is especially noticeable; and the splintering of consumer protection responsibilities across a very large number of federal and state agencies. This paper will expand on these themes and discuss their implications—including the opportunities for expanded research in the area of consumer protection economics. (JEL B12, B13, B21, D18, L41)     

How does cultural capital affect educational performance: Signals or skills?

In this paper, we test two mechanisms through which cultural capital might affect educational performance: (a) teachers misinterpreting cultural capital as signals of academic brilliance and (b) cultural capital fostering skills in children that enhance educational performance. We analyse data from the ECLS-K and ECLS-K:2011 from the United States and focus on three aspects of children’s cultural capital: participation in performing arts, reading interest and participation in athletics and clubs. We find that (1) none of the three aspects of cultural capital that we consider affects teachers’ evaluations of children’s academic skills; (2) reading interest has a direct positive effect on educational performance; and (3) the direct effect of reading interest on educational performance does not depend on schooling context. Our results provide little support for the hypothesis that cultural capital operates via signals about academic brilliance. Instead, they suggest that cultural capital fosters skills in children that enhance educational performance. We discuss the theoretical implications of our findings.     

Family Policy and Complex Contemporary Families: A Decade in Review and Implications for the Next Decade of Research and Policy Practice

Prior Journal of Marriage and Family decade-in-review articles have grappled with the definition and role of family policy for research and policy practice while emphasizing its value to both. In this article, we begin with a broad conceptualization of family policy that encompasses actions intended to achieve explicitly stated goals for families (explicit policies) and those that affect families without an explicitly stated goal for doing so (implicit policies), which we believe provides a solid framework for guiding and understanding both research and practice in the field. Second, we review major U.S. policy initiatives in the past decade and their documented and potential effects on families. Third, we describe several key aspects by which contemporary families have become more diverse and complex. Fourth, we discuss the implications of ongoing family complexity for public policies. We conclude with a discussion about future research and policy development in the context of contemporary family complexity.     

A More Complete Picture: Rural Residents’ Relative Support for Seven Forms of Natural Resource-Related Economic Development

Understanding rural resident support for various forms of natural resource-related economic development has been a common research topic in rural sociology. However, the vast majority of research has only evaluated support for one form of natural resource use at a time. The little research that has explored support for a wide variety of uses has found that residents are likely to support many of the suggested forms of development. We assessed rural resident support for seven forms of natural resource development: commercial logging, natural gas, mining, real estate, wind energy, tourism, and outdoor recreation. Using social exchange theory, this study examines the influence of perceived impacts of development, industry trust, and perceived industry power on general support for the seven forms of natural resource-related economic development using a fixed effects generalized linear model among a sample of residents of rural Pennsylvania communities. Additionally, we use mixed logit discreet choice modeling to evaluate the drivers of relative support, meaning a stated preference for one form of development over other possible options. The drivers of general support and relative support were similar, with trust in industry and impacts to quality of life emerging as the primary drivers of both.     

Ethnic–Racial Socialization in the Family: A Decade's Advance on Precursors and Outcomes

In the current decade, the U.S. population reached historically high levels of ethnic–racial diversity and reelected the nation's first Black–White biracial President. Simultaneously, scholars also documented significant ethnic–racial inequities in education, increased xenophobia, and a racial climate that revealed deep-seated ethnic–racial tensions. Given this backdrop and acknowledging the significant role that families play in youths' abilities to navigate their social contexts, the current review focused on the literature on families' ethnic–racial socialization efforts with youth from the 2010 decade. Our review of 259 empirical articles revealed that there has been an exponential increase in research on family ethnic–racial socialization in this decade. Furthermore, although it is clear that family ethnic–racial socialization is a robust predictor of youths' adjustment, the associations between socialization and adjustment must be considered with attention to specific socialization strategies, the confluence of strategies used, and the unique contexts within which families' lives are embedded.