Understanding contextual effects on externalizing behaviors in children in out-of-home care: Influence of workers and foster families

The expression of externalizing behaviors of children in-care can be influenced by a multitude of factors. The current study examined the simultaneous levels of influence of workers and foster families on children's externalizing behaviors in those receiving out-of-home care. A cross-classified multilevel model was used to partition variance in children in-care's externalizing scores into worker, foster family and child-specific levels of influence. The extent to which processes are explained by worker and foster-family level predictors was examined. Assessment and Action Record (AAR) data from the Ontario Looking after Children (OnLAC) project were analyzed. The sample included data from 1063 children between 10 and 17 years of age (M age = 13 years, 6 months, SD = 2.08 years). While individual differences in children's externalizing behaviors were primarily attributable to child-specific effects (72%), 10% and 18% of the variance can be explained by worker and foster family influences respectively. Worker education accounted for substantial differences seen between workers where more difficult children were monitored by workers with less educational attainment. Furthermore, foster-family level predictors also explained variance in children's externalizing behaviors. Relative to children in foster care, those in kinship care displayed significantly lower levels of problem behaviors while children in group care displayed significantly higher levels. Higher levels of parental negativity within the foster family and the experience of more differential parental negativity relative to siblings were significantly associated with more externalizing behaviors. Lastly, children who were more satisfied with their placement displayed significantly lower levels of problematic behaviors. These results suggest that children in-care can be conceptualized within a multilevel framework.     

Working‐Class Jobs and New Parents' Mental Health

Little research has explored linkages between work conditions and mental health in working‐class employed parents. The current study aims to address this gap, employing hierarchical linear modeling techniques to examine how levels of and changes in job autonomy, job urgency, supervisor support, and coworker support predicted parents' depressive symptoms in a sample of 113 dual‐earner couples interviewed five times across the transition to parenthood. Increases in job autonomy and decreases in job urgency predicted fewer depressive symptoms in fathers at 1 year postpartum. For mothers, coworker support predicted fewer depressive symptoms, and supervisor support mitigated the negative effects of job urgency on depressive symptoms. Higher work hours coupled with low job urgency predicted declines in mothers' depressive symptoms across the first year of parenthood. Our findings suggest that interventions that lead to greater autonomy, less job urgency, and more supportive work relations may enhance employee well‐being among working‐class families.     

Estimating trends in US income inequality using the Current Population Survey: the importance of controlling for censoring

We analyze trends in US size-adjusted household income inequality between 1975 and 2004 using the most commonly used data source—the public use version of the March Current Population Survey. But, unlike most researchers, we also give substantial attention to the problems caused by the topcoding of each income source in the CPS data. Exploiting our access to Census Bureau internal CPS data, we examine estimates from data incorporating imputations for topcoded incomes derived from cell means and estimates from data multiply-imputed from parametric distribution models. Our analysis yields robust conclusions about inequality trends. The upward trend in US income inequality that began in the mid-1970s and increased in the 1980s slowed markedly after 1993.     

Challenges for ESL teacher professionalization in the US: a case study

As the language minority student population in the US increases at a rapid pace, a larger number of teachers are pursuing a primary or secondary certification in English as a Second Language (ESL). This case study describes the professional development efforts to provide an ESL endorsement to a group of K‐12 teachers in a large mid‐western university. It describes the systemic nature underlying their professional development, highlighting the influence of different constituencies. These range from federal, state, county and district levels to the university teacher preparation program, as well as the teachers themselves. By understanding how these factors influence teachers' professional development, the authors identify important lessons that can be learned by teacher educators.     

Transformative capacity, information technology, and the making of business 'experts'

This paper explores the making of experts and the basis of claims to expertise in corporate organisational settings. The performance of expertise within organisations is increasingly associated with the implementation and use of integrated business information systems which purport to abstract the world into an informational form to make businesses run more efficiently. We argue that as these systems are put to work to replace the calculations of human experts, we are required to rethink how expertise is constituted as a political and performative process. We focus on the provisos and qualifications that surround the use of calculative techniques and the worries and scepticism over the correctness, accuracy and interpretation of numbers and figures derived from systems of calculation. Rather than identifying expertise as the capacity to make calculations and to abstract ‘representations’ from the ‘real world’, a job increasingly done by information systems, we find expertise being performed in the transformation of things of different orders which enables representations to be returned to the world through allusions to their transformative effect.     

Do Term Limits Help Women Get Elected?

Objective . We examine the proposition put forward by term limit advocates and some scholars that the implementation of term limits will lead to increases in the numbers of women serving in state legislatures. Methods . Data are examined for all state house races in the six states that implemented term limits in 1998. Results . Although there was some variation across the states, the overall number of women serving in state house seats that were term-limited actually decreased following the election. Conclusions . More research is needed as more states implement term limits in future elections. However, our analysis suggests that term limits, unaccompanied by efforts to recruit women to run for term-limited seats, may be insufficient to increase the number of women state legislators.     

LGBT Faculty,Research, and Researchers: Risks and Rewards

ABSTRACT

Self-identified lesbian, gay, bisexual, and transgender (LGBT) faculty along with heterosexuals with scholarly interests in these populations can face heterosexism, heterocentrism, homophobia, and hostility within and outside of social work programs. This article describes the risks and rewards of being an LGBT faculty based on the experiences of the authors. Myths and realities relating to coming out, promotion, and funding are discussed, along with the pitfalls of tokenism and the stress of being an LGBT faculty of color. Ways to endure and even thrive in spite of these potentially formidable burdens are also described.