Early Sexual Initiation and Mental Health: A Fleeting Association or Enduring Change?

The present research examined how the within‐person association between sexual initiation and internalizing symptoms decays over time, using data with annual measurement occasions across adolescence (N = 1,789) and statistical models of within‐person change. Sexual initiation was associated with increased levels of internalizing symptoms for early‐initiating girls (ninth grade, approximately age 15), but not for on‐time‐initiating girls or for boys. The association between girls' early sexual initiation and internalizing symptoms declined precipitously over time. Indeed, 1 year after sexual debut, early‐initiating girls were similar to on‐time or noninitiating girls on internalizing symptoms, suggesting early sexual initiation does not produce lasting detriments to girls' mental health. Findings inform how researchers perceive sexual initiation, both as a developmental milestone and as a prevention target.     

Veiling in Fear or in Faith? Meanings of the Hijab to Practicing Muslim Wives and Husbands in USA

This article examines the Muslim practice of wearing the hijab—the veiling and covering of a woman’s head and body. More specifically, this study aims to present insiders’ perspectives regarding the personal understandings of the hijab among 20 wives and 20 husbands (n?=?40) in religious Shia and Sunni Muslim families living in USA. Qualitative analysis yielded three emergent themes: (1) The hijab as a symbol of religious commitment; (2) the hijab as a tool of protection, rather than oppression, for women and families; and (3) two different views of Muslims’ reasoning behind the hijab. These data suggest that, as perceived by “insider” participants, the hijab has perceived benefits for religious Muslim families, although counterexamples and concerns are also expressed.     

First Nations,Métis and Inuit presence in the Newfoundland and Labrador curriculum

This article responds to the Truth and Reconciliation Commission Canada’s 2015 call for the education of Canadians about ‘residential schools, treaties, and Aboriginal peoples’ historical and contemporary contributions to Canada.’ It is an analysis of the Canadian and world studies curricula and texts in Newfoundland and Labrador, 1 of the 13 provinces and territories of Canada. The analysis is based on academic research and consultations with First Nations, Métis and Inuit peoples (FNMI) educators, educational administrators and knowledge holders. Although there is evidence of reform, as a whole the curriculum suffers from silences and lack of context, problematic placement and associations, the intrusion of settler perspectives, contradiction over judgement about issues related to FNMI peoples and inconsistency that undermine efforts at reform. This article provides guidance to curriculum designers, textbook writers, teachers and administrators participating in the decolonization of education in Canada.     

Explaining Cross-Country Differences in Attitudes Towards Immigration in the EU-15

In this paper, we use data from the first two rounds of the European Social Survey to analyze the extent to which differences in average attitudes towards immigration across the EU-15 countries may be explained by differences in socioeconomic characteristics and individually perceived consequences of immigration, using an extension of a decomposition technique developed by Fairlie (2005). We find that despite the significant effects of socioeconomic characteristics on attitudes, differences in the distributions of these characteristics can only explain a modest share of the cross-country variation in average attitudes. A larger part can be explained by differences in perceived consequences of immigration, but the main part is still left unexplained. Apart from providing useful input for policy makers working in the area of immigration policy, this raises a number of questions for further research for which the ESS data can be successfully applied.

Health-Promoting Influences of the Family on Late Adolescent Functioning

This study examined whether potentially modifiable health-promoting family factors during mid-adolescence (age 15) predicted adaptive functioning in late adolescence (age 18) among members of a working-class community cohort. Family factors included feeling valued in the family, cohesion, and social support. Late adolescent outcomes covered developmentally salient areas: academic functioning; mental health; suicidal behavior; and social, psychological, and behavioral functioning. Our findings demonstrate that a positive adolescent family milieu is related to both adaptive outcomes and a reduced likelihood of serious difficulties, including mental and behavior problems. Although each hypothesized health-promoting factor was significantly associated with multiple areas of age 18 functioning, the patterns of association differed by type of family factor. Taken together, results suggest that the family remains an important social context during mid-adolescence and that to be most effective programs designed by practitioners aimed at strengthening families should target multiple features of the family environment.     

Creating safe learning environments: Developing and maintaining class cohesion

This paper reports on an Australian study that was conducted in two distinct phases. Phase One examined the belief systems of 28 experienced language teachers, while Phase Two used the theoretical framework generated by the teachers to document the social evolution of eight intensive English language classes containing adult learners from diverse cultural and linguistic backgrounds. Phase One revealed that language teachers place high value on class cohesion, believing that classes that operate as cohesive groups provide safe environments for language learning. Phase Two described a range of individual and collective classroom behaviours and identified a variety of strategies used by teachers in their attempts to develop and maintain class cohesion. The study has implications for pedagogy because it foregrounds the importance of class cohesion and identifies the kinds of classroom behaviours that can enhance the development of cohesiveness in language classes. It also raises the question of the degree to which students do actually feel safe in "safe" learning environments.