Not in My Schoolyard: Localism and Public Opposition to Funding Schools Equally

Objective . Public opinion on education has not been extensively studied, despite the important political dimensions of conflicts over education policies. This article seeks to understand the dynamics of public opposition to equal educational opportunity in the wake of state supreme court decisions mandating school finance reform. Methods . Exploring state level polls from Connecticut and New Jersey, the article analyzes attitudes toward equal educational opportunity through logistic and ordinary-least-squares regression. Results . Situating attitudes toward school funding within the contexts of attitudes toward educational equality, taxes, and school performance, this analysis finds support for both self-interest and symbolic opposition to equalization, but it also finds that localism has a strong and independent effect on respondents' views concerning the desirability of equal funding in schools. Conclusions . Despite respondents' strong support for the principle of funding schools equally, their support is significantly eroded if they perceive that equality threatens or diminishes local control of schools.     

The impact of wives’ earnings on income inequality: Issues and estimates

We estimate the extent to which rising family income inequality can be explained by changes in the earnings of married women. We develop a decomposition equation that separates single persons from married couples (decomposition by population group) and, for married couples, distinguishes the impact of wives' earnings from other sources of income (decomposition by income source). Despite the rising correlation between husbands' and wives' earnings, changes in wives' earnings do not explain a substantial portion of the increase in family income inequality. Our results contradict those of some previous analyses. The inconsistency of recent estimates can be traced to the use of a variety of conceptually different approaches in the previous literature. We clarify these approaches by explicitly distinguishing the conceptual issues, analyzing the empirical components, and providing comprehensive estimates.     

Neuroticism,Negative Thinking,and Coping With Respect to Career Decision State

Using structural equation modeling, the present study investigated relationships between neuroticism, coping strategies, and negative career thoughts within the context of attaining a positive career decision state. Results from the initial model, based on a sample of college students (119 women, 113 men; M = 20.3 years) enrolled in a career development course, revealed that coping strategies were not a significant contribution to the model. The final model, without coping strategies, showed that neuroticism had a significant indirect effect on career decision state through negative thinking and that the relationship between neuroticism and career decision state was also significant. Findings also indicate that in the presence of negative career thoughts, neuroticism becomes associated with a more positive career decision state. Practical implications include suggestions that counselors intervene on clients' negative career thoughts to potentially render their neurotic tendencies more productive in reaching a desired career decision state.     

Assistive technology and employment: experiences of Californians with disabilities

For people with disabilities, work remains the best route to independence and enacting one's own choices. Assistive technology (AT) is often crucial in removing barriers to employment, and in enabling workers with disabilities to work more productively. A participatory action research project known as Community Research for Assistive Technology surveyed people with disabilities using Independent Living Centers throughout California, in part to identify barriers to employment and study use of job-related AT to overcome such barriers. Across disability groups, disability itself was cited as the primary barrier to employment, with potential loss of benefits and lack of education cited as secondary barriers. A majority of working respondents reported using assistive technology (such as adapted telephones, wheelchairs, magnifiers, and adapted computer equipment) or services to perform job functions. The vast majority of those using job-related AT reported substantial benefits to their productivity and self-esteem. Employees' requests for AT as a workplace accommodation were granted more often than not, but many other employees had to pay for their own workplace AT.     

Dilemmas of youth work: balancing the professional and personal

Being an effective and intentional youth practitioner involves more than planning. It includes being able to react intelligently to the many difficult situations that arise. Practitioners in out-of-school and after-school settings regularly confront complex dilemmas that emerge in their daily work. They face situations where competing objectives, values, and warrants come into conflict, situations that can pit the developmental needs of youth, ethical concerns, administrative requirements, and other considerations against each other. Using examples from their research that weigh professional and personal judgments, the authors illustrate the complexity of these practice dilemmas and the considerations program staff included as they responded to these challenging situations.     

Impaired angiogenesis in the aged

The process of angiogenesis, during which new blood vessels are formed, is impaired during aging. This Perspective describes many of the myriad components of the angiogenic response that are altered with age. In addition, the impact of impaired angiogenesis on wound healing, vascular disease, and cancer in the aged is discussed.     

Neighborhood characteristics, parental practices and children’s math achievement in elementary school

This paper investigates the relationships among neighborhood characteristics, education-related parental practices, and children’s academic achievement during a critical but under-studied stage of children’s educational trajectories - the elementary school years. Using a large, nationally representative database of American elementary school students - the Early Childhood Longitudinal Study - Kindergarten Cohort (ECLS-K) - and contextual data from the 2000 US Census, we examine parental practices and neighborhood characteristics at the beginning of children’s school careers (grades K-1) and their associations with math achievement through the end of the 5th grade. Findings: Net of family-level characteristics, higher levels of early education-oriented parental practices were associated with higher mathematics achievement at the end of 5th grade, while neighborhood disadvantage was associated with lower 5th grade math achievement. Families residing in high poverty, high unemployment, low-education neighborhoods employed fewer education-oriented practices with their kindergarten-first grade children, but the positive effect of such parental practices on children’s mathematics achievement was stronger for children who live in disadvantaged neighborhoods.     

Parental Status and Biological Functioning: Findings from the Nashville Stress and Health Study

Population Research and Policy Review - Does childrearing affect the biological functioning of parents? To address this question, we analyze cross-sectional survey and biomarker data from...     

All Smiles are Not Created Equal: Morphology and Timing of Smiles Perceived as Amused, Polite, and Embarrassed/Nervous

We investigated the correspondence between perceived meanings of smiles and their morphological and dynamic characteristics. Morphological characteristics included co-activation of Orbicularis oculi (AU 6), smile controls, mouth opening, amplitude, and asymmetry of amplitude. Dynamic characteristics included duration, onset and offset velocity, asymmetry of velocity, and head movements. Smile characteristics were measured using the Facial Action Coding System (Ekman et al. 2002) and Automated Facial Image Analysis (Cohn and Kanade 2007). Observers judged 122 smiles as amused, embarrassed, nervous, polite, or other. Fifty-three smiles met criteria for classification as perceived amused, embarrassed/nervous, or polite. In comparison with perceived polite, perceived amused more often included AU 6, open mouth, smile controls, larger amplitude, larger maximum onset and offset velocity, and longer duration. In comparison with perceived embarrassed/nervous, perceived amused more often included AU 6, lower maximum offset velocity, and smaller forward head pitch. In comparison with perceived polite, perceived embarrassed/nervous more often included mouth opening and smile controls, larger amplitude, and greater forward head pitch. Occurrence of the AU 6 in perceived embarrassed/nervous and polite smiles questions the assumption that AU 6 with a smile is sufficient to communicate felt enjoyment. By comparing three perceptually distinct types of smiles, we found that perceived smile meanings were related to specific variation in smile morphological and dynamic characteristics.