The Development and Evaluation of the Perceptions of Competence and Responsiveness Scale

ABSTRACT

The objective of this study was to assess the validity and reliability of a new scale designed to capture perceptions of public agency competence and responsiveness. The initial version, consisting of 20 items, was administered to 134 graduate students. Following exploratory factor analysis, the final model consisted of 8 items and 2 factors: one representing competence and the other representing responsiveness. This model explained 50% of the variance. The measure demonstrated both convergent validity (r = ?.219) and internal consistency (α = .81). This measure has the potential for applications in research projects involving perceptions relevant to support for various human service configurations.     

A Meta-Analysis of Culturally Sensitive Interventions Designed to Reduce High-Risk Behaviors Among African American Youth

ABSTRACT

This study sought to determine the effectiveness of culturally sensitive interventions (CSIs) in reducing high risk behaviors with African American youth. A meta-analysis was conducted to assess the effectiveness of CSIs across seven studies. African American youth who participated in CSIs were less likely to engage in high risk behaviors compared to those who did not participate. The effect size was moderate (g = .35). Although the findings should be considered tentative, the results provide an initial quantitative assessment of CSI effectiveness that future evaluations and meta-analyses can build upon as CSI research expands.     

The Use of Postage Stamps to Teach Social Studies Topics

In recent studies, youths in the United States have demonstrated a remarkable lack of cultural literacy. As the world is becoming increasingly interconnected, it is imperative that students enhance their understanding of other cultures. A classroom correspondence match with a Peace Corps volunteer through the Coverdell Peace Corps World Wise Schools program can help students make this improvement by traveling the globe and raising their cross-cultural awareness—without leaving the classroom. In this article, a returned Peace Corps volunteer and current classroom instructor presents classroom strategies he has used from the Coverdell Peace Corps World Wise Schools program. Using Robert Hanvey's (1976) four levels of cross-cultural awareness, the author demonstrates how this unique program can dramatically improve students' cross-cultural awareness.     

Minority Composition,Inequality and the Growth of Municipal Police Forces, 1960–71

Abstract

Recent studies, in finding that community variables such as percentage Black and income inequality have significant effects on police size and expenditures, call into question the findings of earlier research. However, these recent studies are themselves subject to serious methodological limitations and leave open the question of whether it is class or racial conflict which affects the deployment of police resources. In this study we estimate several simultaneous equation models of police size per capita in 1971 for 88 non-Southern cities. Bach of these models holds constant the effects of per capita police size in 1960. Racial composition and racial inequality are found to be the only significant predictors of the growth in the number of police per capita.     

The Hanging of Thomas Jeremiah: A Free Black Man's Encounter with Liberty

Based on new archival findings and new interpretations, this article presents new perspectives of the ‘Amistad case’, bringing it back into Caribbean and Atlantic history. The article demonstrates that the captain of the Amistad, Ramón Ferrer, and his crew were transatlantic slave traders and smugglers and provides proof that the Amistad was built in Cuba. Moreover, as a result of the enormous profits of the illegal slave trade, Ferrer bought more slave ships and invested much money in the modernization of plantation production. This article also critiques one of the most influential narratives about the Atlantic crossing of the Amistad captives: that they did so in a ‘Portuguese ship named Teçora’. As the harbor lists of Havana in 1839 show, the captives came in a ship named Hugh Boyle under the American captain, J.R. Brown. All this gives new insights into the American participation in the hidden Atlantic and the significance of Cuba as a provider of contraband captives for the American South.     

Reshaping tradition? Women negotiating the boundaries of tradition and modernity in Hong Kong and British families

In debates on social change and personal life, modernity has generally been conceptualized in opposition to tradition, though some have pointed to the persistence of traditional values and practices within modern family relations. In this paper we seek to extend these debates beyond their largely Eurocentric context. Drawing on a comparative qualitative study of women and social change in Britain and Hong Kong, we argue for an understanding of the traditional and the modern that takes account of the ways in which tradition is reshaped in the context of modernity. The accounts of young adult women and their mothers in Hong Kong and Britain reveal varied interpretations of family obligations and practices in relation to normative ideals of family life in each context. We consider how configurations of family life deemed ‘modern’ are inflected by the differing traditions and histories of Hong Kong and British society and argue that these differences are not only cultural, but also attributable to the material conditions under which family relationships are forged and negotiated.     

The Price of Opportunity: Race,Student Loan Debt,and College Achievement

This paper examines racial differences in student loan debt and concurrently assesses the potential payoffs and countervailing risks inherent in reliance on loans in a cohort of black and white first‐year college students. Using the 1996–2001 Beginning Postsecondary Student study we find that the use of loans results in greater enrollment persistence and higher odds of college completion, especially for black students. However, black students acquire larger amounts of student loan debt and face a higher risk of default than white students. This is in part due to associated racial differences in family socioeconomic status and type of institution attended. We suggest these findings illuminate the dual‐sided nature of college loans that makes them an imperfect, but overall positive, tool for reducing educational inequality. On the one hand, student loans reduce educational inequality that otherwise results from disadvantaged students' struggles to pay for college and complete college in a timely fashion. At the same time, the degree to which loans reduce racial inequality is diminished by black students' higher loan amounts, the large number of black students who borrow but do not finish college, and the large racial difference in the odds of defaulting on a loan.     

Children placed in long-term family foster care: A longitudinal study into the development of problem behavior and associated factors

Due to prior experiences of trauma and abuse, many foster children have behavioral problems. The placement of the child in a family foster home is expected to reduce the behavioral problems. However, this expectation is seldom met and mostly behavioral problems increase or remain stable during placement. Research on the development of behavioral problems in foster children is scarce. Moreover, most of the research results are situated on a group level, which obscures the development of problem behavior on a case level. This study investigated the development of problem behavior of 49 foster children on a case level and the association of global, contextual, familial and child factors with the increase or decrease of problem behavior. Over a two year period 18 foster children had more, 23 just as much and 8 less problem behavior. An increase was associated with the use of more negative parenting strategies by the foster mothers. A decrease was related to the use of supportive parenting. Support of foster parents aiming at reducing the use of negative discipline practices and promoting the use of supportive parenting may have a positive effect on the development of foster children.     

Sincere versus sophisticated voting when legislators vote sequentially

Elsewhere (Groseclose and Milyo 2010), we examine a game where each legislator has preferences over (i) the resulting policy and (ii) how he or she votes. The latter preferences are especially important when the legislator is not pivotal. We show that when the game follows the normal rules of legislatures—most important, that legislators can change their vote after seeing how their fellow legislators have voted—then the only possible equilibrium is one where all legislators ignore their policy preferences. That is, each legislator votes as if he or she is not pivotal. The result, consistent with empirical studies of Congress, suggests that legislators should tend to vote sincerely, rather than sophisticatedly. In this paper we examine how outcomes change if we change the rules for voting. Namely, instead of a simultaneous game, we consider a game where legislators vote sequentially in a pre-determined order. We show that, opposite to the simultaneous game, an alternative wins if and only if a majority of legislators’ policy preferences favor that alternative. Our results suggest that if Congress adopted this change in rules, then sophisticated voting would become frequent instead of rare.     

Fit for Purpose? Post-Qualifying Social Work Education in Child Protection in Scotland

Recommendations for post-qualifying training and education in child protection social work consistently form part of the political response to child abuse scandals. The influence of child abuse politics upon the push towards post-qualifying training and education has been consistent across the United Kingdom. Within Scotland educators have been quick to respond to the market demand for programme provision and there is now a growing number of academic programmes being offered by higher education institutions. Yet despite post-qualifying training and education achieving the status of ‘panacea’ there is little in the way of a national dialogue about what post-qualifying training and education in social work child protection should look like. The parameters of this have not been subject to any kind of national debate and the Scottish academic community has not entered into a professional dialogue on these issues. More crucially, educators have not engaged in any level of identifiable evaluation of their provision and there is an absence of engagement with the scholarship of teaching child protection at the post-qualifying level. This paper connects with these issues to question whether the post-qualifying training and education delivered by Scotland's universities can be considered fit for purpose.