Education of people with disabilities: a capability-context framework of culture

People with disabilities find themselves at the margins of ideas on education in the rights-based and the agency-focused frameworks (the capability approach). This article socially situates the rights-based framework to extend agency as an educational opportunity to make it participatory in cross-cultural contexts, and individually locates the agency-focused framework to enhance agency as multi-dimensional educational experience-outcome journeys across cultural contexts. This extended scope of rights and enhanced capacity of agency is advanced as the capability-context framework of culture. The framework focuses on analytically distinct yet connected emerging agents with capabilities of both dialogical discourses (retrospective reflexivity – macro-mechanisms) and dialectic narratives (bounded participation – micro-structures), which can provide access to deep social structures, and their many ways of being (micro-mechanisms) and specific ways of doing (macro-structures) that enable, but also disable the social choices of people with disabilities, to open new possibilities for them, and for all across contexts.     

Preschool Children's Negative Emotionality and Peer Acceptance: The Moderating Role of Sleep

Preschool children's sleep was examined as a moderator of the association between negative emotionality and both peer acceptance and peer rejection. Participants were 115 children (47 percent girls, M age = 4.29 years, SD = .63). Preschool teachers reported on children's negative emotionality (anger/frustration, sadness, and fear). Sleep was measured objectively using actigraphy in the child's home for seven consecutive nights. Peer acceptance and rejection were assessed using children's choices in sociometric interviews. Controlling for potential confounds, moderation analyses revealed that negative emotionality predicted peer acceptance and rejection only among children with poorer sleep quality (lower sleep efficiency, more frequent wake episodes, longer sleep latency), but not better sleep quality. Findings suggest that sleep is important not only for predicting child functioning but also for moderating the adverse effects of negative emotionality on a salient indicator of interpersonal functioning for preschool age children.     

The relevance of thinking-by-analogy for investors’ willingness-to-pay: An experimental study

People tend to think by analogies. We investigate whether thinking-by-analogy matters for investors’ willingness-to-pay for a risky asset in a laboratory experiment. We find that thinking-by-analogy has a strong influence when the assets in question have similar (but not identical) payoffs. The hypothesis of thinking-by-analogy or coarse thinking clearly outperforms other hypotheses including the hypothesis of arbitrage-free or rational pricing. When the similarity between the payoffs is reduced, the risk neutral and risk averse hypotheses outperform the hypothesis of thinking-by-analogy. Regardless of the similarity between the payoffs, the arbitrage-free or rational pricing remains the hypothesis with the worst performance.     

Achievement-related attitudes and the fate of “at-risk” groups in society

What causes poverty and how does an individual escape it? Factors such as intelligence and social class background are thought to be important. However, a number of economists have argued that an individual’s profile of achievement-related attitudes (ARAs) like work-orientation and conscientiousness might play a role in social success and failure. Part of their attraction is that these attitudes are regarded as responsive to nurturing and may be especially significant for those individuals with few formal skills to offer the labour market. The NCDS longitudinal dataset was interrogated to assess whether ARAs predicted an individual’s earnings measured almost two decades later. Results indicated that ARAs explain a good deal of variance in earnings, particularly for “at-risk” males. Social policy implications are discussed.     

Development of Ethnic Identity in Young Adults from Immigrant Families: “I Want to Hold Onto My Roots,but I Also Want to Experience New Routes”

This article explores ethnic identity development among young adults from immigrant families from diverse countries of origin. Based on in-depth interviews with young women and men, the authors examined the formation of ethnic identity through childhood, adolescence, and into young adulthood. Analysis of the participants’ narratives revealed that, compared with fluent bilinguals, limited bilinguals reported weaker connections to their heritage culture. Most participants progressed through the model of ethnic identity formation, which was influenced by their family socialization and community context, and reported integrated or bicultural ethnic identities. Practitioners may use the experiences shared by our participants to inform their work with second-generation immigrant youth in varying stages of ethnic identity development.