Minority faith schools as claims for cultural recognition? Two examples from England

This paper presents two cases of minority faith school claim-making in England and considers what supporters of the claims say about their hopes and intentions for the schools. The paper redresses a gap in the literature on minority faith school claims and on minority claim-making more generally, which has tended to present minority claims as expressions of specific religious group identities, whilst it has had little to say about what motivates individual claimants to mobilise in the name of such identities. From an in-depth study of individual positions in favour of the two faith schools, it is concluded that depicting these claims as primarily claims for identity recognition fails to attend to the multilayered ways in which these claimants discuss their orientations to the claims and the root causes they identify for making them.     

Peer cultural socialisation: a resource for minority students’ cultural identity,life satisfaction,and school values

ABSTRACT

This study investigated how peers can contribute to cultural minority students’ cultural identity, life satisfaction, and school values (school importance, utility, and intrinsic values) by talking about cultural values, beliefs, and behaviours associated with heritage and mainstream culture (peer cultural socialisation). We further distinguished between heritage and mainstream identity as two separate dimensions of cultural identity. Analyses were based on self-reports of 662 students of the first, second, and third migrant generation in Germany (Mean age = 14.75 years, 51% female). Path analyses revealed that talking about heritage culture with friends was positively related to heritage identity. Talking about mainstream culture with friends was negatively associated with heritage identity, but positively with mainstream identity as well as school values. Both dimensions of cultural identity related to higher life satisfaction and more positive school values. As expected, heritage and mainstream identity mediated the link between peer cultural socialisation and adjustment outcomes. Findings highlight the potential of peers as socialisation agents to help promote cultural belonging as well as positive adjustment of cultural minority youth in the school context.     

Attitudes towards childcare policies,policy feedback and path dependency: Czech Republic contrasted to Norway

This article explores the recent changes in mothers’ employment, childcare policies and attitudes towards gender equality in the labour market, in the Czech Republic and Norway, how these factors interact and what impact they have on the provision of childcare. Analysis suggests that there is convergence of the Czech Republic with Norway in terms of female employment, but divergence in childcare policies. The policy feedback – the mutual interrelatedness of attitudes towards mothers’ employment and childcare policies – has shaped refamilialising policies in the Czech Republic, whereas in Norway policies that support gender equality in work and family have emerged.     

Time preferences and risk aversion: Tests on domain differences

Understanding how individuals discount and evaluate the risks of environmental outcomes is a prime component in designing effective environmental policy. We use an incentivized experimental design to investigate whether subjects’ time preferences and risk aversion across the monetary and environmental domains differ. We find that subjects’ time preferences are not significantly different across the two domains. In contrast, subjects exhibit a higher degree of risk aversion in the environmental domain. Furthermore, we corroborate earlier results, documenting that women are more risk averse than men in the monetary domain, and show this finding to also hold in the environmental domain.     

Computer experiments with functional inputs and scalar outputs by a norm-based approach

A framework for designing and analyzing computer experiments is presented, which is constructed for dealing with functional and scalar inputs and scalar outputs. For designing experiments with both functional and scalar inputs, a two-stage approach is suggested. The first stage consists of constructing a candidate set for each functional input. During the second stage, an optimal combination of the found candidate sets and a Latin hypercube for the scalar inputs is sought. The resulting designs can be considered to be generalizations of Latin hypercubes. Gaussian process models are explored as metamodel. The functional inputs are incorporated into the Kriging model by applying norms in order to define distances between two functional inputs. We propose the use of B-splines to make the calculation of these norms computationally feasible.     

Two‐generation preschool programme: immediate and 7‐year‐old outcomes for low‐income children and their parents

Preschool children living in low‐income families are at increased risk for poor outcomes; early intervention programmes mitigate these risks. While there is considerable evidence of the effectiveness of centre‐based programmes in other jurisdictions, there is limited research about Canadian programmes, specifically programmes that include children and parents. The purpose of this study was to evaluate a single‐site, two‐generation preschool demonstration programme for low‐income families in Canada. A single group, pre‐test (programme intake) /post‐test (programme exit) design with a 7‐year‐old follow‐up was used. Between intake and exit, significant improvements in receptive language and global development were found among the children, and significant improvements in self‐esteem, use of community resources, parenting stress and risk for child maltreatment were found among the parents. These positive improvements were sustained until the children were 7 years old. Public investment in two‐generation preschool programmes may mitigate risks for suboptimal child development and improve parental psychosocial outcomes.     

Object exploration during the transition to sitting: A study of infants at heightened risk for autism spectrum disorder

Learning to sit promotes infants' object exploration because it offers increased access to objects and an improved position for exploration (e.g., ). Infants at heightened risk (HR) for autism spectrum disorder (ASD) exhibit delays in sitting and differences in object exploration. However, little is known about the association between sitting and object exploration among HR infants. We examined changes in object exploration as HR infants (N = 19) and comparison infants with no family history of ASD (Low Risk; LR; N = 23) gained experience sitting independently. Infants were observed monthly from 2.5 months until 1 month after the onset of independent sitting. At 12, 18, 24, and 36 months, infants completed standardized developmental assessments, and HR infants were assessed for ASD symptoms at 36 months. Although HR infants began sitting later than LR infants, both groups increased time spent grasping, shaking, banging, and mouthing objects as they gained sitting experience. Groups only differed in time spent actively mouthing objects, with LR infants showing a greater increase in active mouthing than HR infants. Findings suggest that HR infants experience a similar progression of object exploration across sitting development, but on a delayed time scale.     

Human uniqueness explored from the uniquely human perspective: Epistemological and methodological challenges

Exploring human uniqueness encounters fundamental challenges because we can approach this endeavour only from within our uniquely human perspective. The intrinsic presumptions that this involves may entail two types of anthropocentric, ethnocentric, and egocentric biases, which can influence research on both epistemological and methodological levels. Their impact may be particularly pronounced if quests for the origins of human sociality are based only on our knowledge about humans. Tomasello's (2019) research demonstrates that the comparative study of humans and nonhuman species offers unique opportunities to explore forms of social cooperation, underlying cognitive and meta-cognitive abilities as well as pathways in their ontological and (possible) phylogenetic development. It also shows that comparative approaches are essential to unravel the ways in which humans are indeed unique. But species comparisons are challenged by the need to consider inherent trade-offs between achieving operational comparability in empirical studies and establishing ecological validity for the species compared—challenges, which analogously occur in comparisons across human cultures as well. This shows that comparative research can also contribute meaningfully to methodology development in psychology.     

A comparison of the Hosmer–Lemeshow,Pigeon–Heyse,and Tsiatis goodness-of-fit tests for binary logistic regression under two grouping methods

Algebraic relationships between Hosmer–Lemeshow (HL), Pigeon–Heyse (J²), and Tsiatis (T) goodness-of-fit statistics for binary logistic regression models with continuous covariates were investigated, and their distributional properties and performances studied using simulations. Groups were formed under deciles-of-risk (DOR) and partition-covariate-space (PCS) methods. Under DOR, HL and T followed reported null distributions, while J² did not. Under PCS, only T followed its reported null distribution, with HL and J² dependent on model covariate number and partitioning. Generally, all had similar power. Of the three, T performed best, maintaining Type-I error rates and having a distribution invariant to covariate characteristics, number, and partitioning.