Critical Global Competence and the C3 in Social Studies Education

Research in global education has turned toward global citizenship education and the fostering of a more critical reading of the tenets of “soft” global education laid out over four decades ago in Hanvey's (1976) “An Attainable Global Perspective.” Interested in skill building and informed application of concepts forwarded within critical approaches to global education, this article brings the NCSS C3 inquiry arc together with standards for Global Competence Education within social studies education. Using food insecurity as an example, the conceptualization provided demonstrates how coupling the C3 with the Global Competence standards creates a framework that social studies educators can use to prepare students to participate as informed, responsible, and critically minded change agents within complex and unequal global systems.     

Efficacy of a Facial Emotion Training Program for Children and Adolescents with Autism Spectrum Disorders

Twenty-five high-functioning, verbal children and adolescents with autism spectrum disorders (ASD; age range 8–15 years) who demonstrated a facial emotion recognition deficit were block randomized to an active intervention (n = 12) or waitlist control (n = 13) group. The intervention was a modification of a commercially-available, computerized, dynamic facial emotion training tool, the MiX by Humintell©. Modifications were introduced to address the special learning needs of individuals with ASD and to address limitations in current emotion recognition programs. Modifications included: coach-assistance, a combination of didactic instruction for seven basic emotions, scaffold instruction which included repeated practice with increased presentation speeds, guided attention to relevant facial cues, and imitation of expressions. Training occurred twice each week for 45–60 min across an average of six sessions. Outcome measures were administered prior to and immediately after treatment, as well as after a delay period of 4–6 weeks. Outcome measures included (a) direct assessment of facial emotion recognition, (b) emotion self-expression, and (c) generalization through emotion awareness in videos and stories, use of emotion words, and self-, parent-, and teacher-report on social functioning questionnaires. The facial emotion training program enabled children and adolescents with ASD to more accurately and quickly identify feelings in facial expressions with stimuli from both the training tool and generalization measures and demonstrate improved self-expression of facial emotion.     

Assessing social vulnerability and identifying spatial hotspots of flood risk to inform socially just flood management policy

This study presents the first nationwide spatial assessment of flood risk to identify social vulnerability and flood exposure hotspots that support policies aimed at protecting high-risk populations and geographical regions of Canada. The study used a national-scale flood hazard dataset (pluvial, fluvial, and coastal) to estimate a 1-in-100-year flood exposure of all residential properties across 5721 census tracts. Residential flood exposure data were spatially integrated with a census-based multidimensional social vulnerability index (SoVI) that included demographic, racial/ethnic, and socioeconomic indicators influencing vulnerability. Using Bivariate Local Indicators of Spatial Association (BiLISA) cluster maps, the study identified geographic concentration of flood risk hotspots where high vulnerability coincided with high flood exposure. The results revealed considerable spatial variations in tract-level social vulnerability and flood exposure. Flood risk hotspots belonged to 410 census tracts, 21 census metropolitan areas, and eight provinces comprising about 1.7 million of the total population and 51% of half-a-million residential properties in Canada. Results identify populations and the geographic regions near the core and dense urban areas predominantly occupying those hotspots. Recognizing priority locations is critically important for government interventions and risk mitigation initiatives considering socio-physical aspects of vulnerability to flooding. Findings reinforce a better understanding of geographic flood-disadvantaged neighborhoods across Canada, where interventions are required to target preparedness, response, and recovery resources that foster socially just flood management strategies.     

The psychological impact of intragenerational social class mobility

This study revisits and extends a classic question in sociology and tests three competing hypotheses about the effects of intragenerational social class mobility on distress and psychological well-being at midlife. Prior research on this topic investigated the effects of intergenerational mobility, but did not look at how mobility during adulthood (intragenerational mobility) affects psychological distress and well-being. Previous literature is also limited by methodological problems that make it difficult to estimate the separate effects of prior social class, current social class, and social mobility. This study overcomes this methodological problem using a novel approach that breaks the linear dependence between prior class, current class, and intragenerational mobility. After accounting for prior and current class, I find that social mobility is not associated with psychological distress and self-acceptance. Instead, mobile individuals come to resemble their nonmobile counterparts in their current class on the outcomes of study.     

Measuring Social Capital: Accounting for Nested Data and Subnetworks Within Schools

Social capital is a central concept in social science research, and it is measured in diverse ways. Few measurement approaches take the network structure of complex institutional settings into account. In this study, using data from a large-scale school-based randomized field trial, we develop several factor analytic models to test the validity and reliability of a new survey battery capturing multiple dimensions of social capital in such settings. We demonstrate that it is important to account for institutional and network structure in social capital measures, and we show how social capital can be operationalized as the shared variance between different relational characteristics in complex settings with multiple subnetworks.     

Father Absence and Accelerated Reproductive Development in Non-Hispanic White Women in the United States

Girls who experience father absence in childhood also experience accelerated reproductive development in comparison with peers with present fathers. One hypothesis advanced to explain this empirical pattern is genetic confounding, wherein gene-environment correlation (rGE) causes a spurious relationship between father absence and reproductive timing. We test this hypothesis by constructing polygenic scores for age at menarche and first birth using recently available genome-wide association study results and molecular genetic data on a sample of non-Hispanic white females from the National Longitudinal Study of Adolescent to Adult Health. We find that young women’s accelerated menarche polygenic scores are unrelated to their exposure to father absence. In contrast, polygenic scores for earlier age at first birth tend to be higher in young women raised in homes with absent fathers. Nevertheless, father absence and the polygenic scores independently and additively predict reproductive timing. We find no evidence in support of the rGE hypothesis for accelerated menarche and only limited evidence in support of the rGE hypothesis for earlier age at first birth.     

‘Politics is social work with power’: training social workers for elected office

Training social workers for leadership roles in electoral campaigns and political offices increases the profession’s effectiveness in promoting public policy that reflects our professional values and commitment to social justice. This research describes and evaluates an educational experience in the US that prepares social work practitioners and students to run for elected office; to work in leadership positions at the local, state, and federal levels; and serve as effective advocates for social change. Participants’ plans for future political engagement before and after the training were compared. Following the training, participants are more likely to plan to be politically active in general. Their intentions to work on campaigns, run for office, and engage with elected officials increased. These results can inform education in other social work settings.     

Reliance on Faith-Based Organizations for Tangible Assistance in Times of Disaster: Exploring the Influence of Bonding Social Capital

Although there is a growing amount of research on the role that faith-based organizations play in disaster recovery, there is currently no research that has investigated the influence that social capital has on individual disaster victims’ proclivity to rely on these organizations for recovery assistance. This current exploratory research sought to observe the relationship between individuals’ bonding social capital, in addition to other individual characteristics, and their perceived reliance on faith-based organizations for tangible disaster aid in future events using a national survey administrated by the Associated Press–NORC for Public Affairs Research in 2013. As a by-product of the analysis performed, it is observed that bonding social capital is related to an individual’s perceived reliance on faith-based organizations, whereas other demographic variables such as race are not.     

Age‐Specific Associations Between Violence Exposure and Past 30‐Day Marijuana and Alcohol Use

Using data from a cohort study of students at risk for high school dropout, we examined associations between violence exposure and past 30‐day alcohol and marijuana use. We used varying‐coefficient regression with person‐level fixed effects to estimate how those associations changed within‐person across ages approximately 14–23. Generally, violence perpetration was most strongly associated with substance use, within‐person. Substance use became increasingly associated with both observed violence and violence perpetration during early/middle adolescence; this increase continued longer into development (age 18+) for alcohol use. Across most of the age range studied here, violence victimization was minimally associated with within‐person changes in substance use. Results indicate age‐specific associations between violence exposure and alcohol and other drug use, which may be useful for informing prevention strategies.