Attenuating Initial Beliefs: Increasing the Acceptance of Anthropogenic Climate Change Information by Reflecting on Values

Anthropogenic climate change information tends to be interpreted against the backdrop of initial environmental beliefs, which can lead to some people being resistant toward the information. In this article (N = 88), we examined whether self‐affirmation via reflection on personally important values could attenuate the impact of initial beliefs on the acceptance of anthropogenic climate change evidence. Our findings showed that initial beliefs about the human impact on ecological stability influenced the acceptance of information only among nonaffirmed participants. Self‐affirmed participants who were initially resistant toward the information showed stronger beliefs in the existence of climate change risks and greater acknowledgment that individual efficacy has a role to play in reducing climate change risks than did their nonaffirmed counterparts.     

Off‐Time Pubertal Timing Predicts Physiological Reactivity to Postpuberty Interpersonal Stress

We investigated associations between retrospectively assessed timing of pubertal development, interpersonal interactions, and hypothalamic–pituitary–adrenal axis reactivity to an interpersonal stress task in 110 young adult women. Participants provided salivary cortisol samples at points prior and subsequent to a video‐taped conflict discussion with their romantic partner. Participants also provided subjective global ratings of their discussion on dimensions of conflict and support. For earlier developing girls, higher levels of interpersonal conflict were associated with greater physiological stress in anticipation of the discussion task and less physiological recovery following the discussion. In contrast, for later developing girls, low levels of conflict were associated with greater anticipatory stress and less physiological recovery. These findings have implications for understanding the influence of off‐time pubertal development on the lifetime development of young women.     

The Great Convergence: Gender and Unpaid Work in Europe and the United States

Over the past decades, men's and women's time use in industrialized nations has changed dramatically, suggesting a gender revolution. Women increased their time in paid work and reduced time in unpaid activities, while men increased their time in unpaid work, but not enough to compensate for women's retreat. We investigate developments regarding men's and women's unpaid work across Europe and the United States, using time diary data from the mid‐1980s and onward. We find evidence for gender convergence in unpaid work over time, but different trends for housework and childcare. Gender convergence in housework primarily resulted from women reducing their time, whereas childcare time increased for both sexes, resulting in convergence only where men increased more than did women. Decomposition analyses show that trends in housework and childcare are explained by changes in behavior rather than compositional changes in population characteristics. Though level differences in unpaid work persist, our findings regarding trends support gender convergence in that they are general across country contexts that vary regarding policy and social norms about gender, family, and work.     

Racial Disparities in Early Criminal Justice Involvement

Criminologists have long reported the existence of racial disparity in the criminal justice system, but the important question is why. While some argue that observed differences are a consequence of more criminal behavior among minorities, the weight of the evidence indicates that this is but a partial explanation. In this paper, we study data from a sample of juveniles to examine how racial differences in early police contact, and important social environments—family, school, and neighborhoods—affect later contact and arrests, controlling for self-reported delinquency. We find that early (in middle school) contact with police is an important predictor of later (high school) arrests. Also we found that, in addition to being male and living in a low-income family, children who have parents who have a history of arrest, who have experienced school disciplinary actions, who have delinquent peers, and who are in networks with deviant adults are more likely to have problems with law enforcement. These factors help to explain racial differences in police contacts and arrests.     

Social Return on Investment of an Innovative Employment Option for Persons with Developmental Disabilities

Common Ground Co‐operative (CGC) provides training, administrative, and job coach support to five social enterprises for which persons with developmental disabilities are the non‐share‐capital partners. This study examines the use of social return on investment (SROI) as a means of determining the value of program impacts related to quality‐of‐life changes for enterprise partners and their families. The process of conducting this SROI analysis is described and analyzed in terms of its utility in employment services for persons with developmental disabilities.     

Letting Students Control Their Own Learning: Using Games,Role-Plays,and Simulations in Middle School U.S. History Classrooms

The purpose of this article is to synthesize research on the benefits and use of games, role-plays, and simulations, whilst providing examples practicing teachers may wish to use in their classroom. Therefore, the article presents a discussion of key previous research on the use of games, role-plays, and simulations in secondary history classrooms. It also presents a discussion of the benefits games, role-plays, and simulations can have on student learning. This includes discussion of how such student-centered teaching and learning opportunities can improve students' critical thinking, problem-solving, and collaborative skills. Finally, it presents examples of these types of student-centered, inquiry-based, hands-on learning experiences, drawn from the author's previous 16 years of secondary classroom experiences.     

Building relational capital: The contribution of episodic and relational community engagement

In this study, we provide evidence of the theorized connection between community engagement and the development of social capital, and the perceived value or worth of relationships among organizations and stakeholders. Using thematic analysis to understand the policy and practice frameworks of community engagement in Australian local government organizations, our analyses reveal two different types of community engagement—relational and episodic—each of which has the potential to contribute to relational dimension of social capital. The study introduces and develops new thinking around the ideas of episodic and relational engagement within the context of community engagement, and their respective contributions to the development of relational capital. Recognizing and identifying episodic and relational community engagement as separate phenomena allows researchers and practitioners to understand the theoretical dimensions of community engagement as a framework for practice.