Teen Dating Violence Perpetration: Protective Factor Trajectories from Middle to High School among Adolescents

Protecting adolescents from the risk of teen dating violence (TDV) perpetration is critical to enhancing prevention efforts. This study examined longitudinal trajectories of four protective factors (i.e., empathy, social support, parental monitoring, and school belonging) across adolescence in relation to four TDV types (i.e., verbal, relational, physical, and sexual). Adolescents (n = 1,668) who reported being in a relationship or dating during high school completed self‐report measures from middle through high school. Results indicated that all protective factors differentiated between TDV perpetrators and nonperpetrators, although these trajectories varied for boys and for girls and across the different types of TDV. Overall, youth who did not perpetrate TDV in high school generally displayed higher protective factors across the TDV perpetration types.     

Rural mountain natives,in-migrants,and the cultural divide

Conventional wisdom suggests that different views held by native and in-migrant rural residents lead to a division that ultimately damages community. Using a sample of rural residents in the Southern Appalachian Mountains, we seek to (1) determine whether these groups differ and, if they do, (2) explain the predictors of the difference. Our results suggest that there are demographic and attitudinal differences between natives and in-migrants, although a significant number of in-migrants share native attitudes. Proportion of lifetime spent in the region and perception of threat to cultural heritage play important roles in determining shared attitudes among the groups, implying that natives and in-migrants may not be as different as previously assumed and that in-migrant status by itself may not be sufficient to explain changes in rural community.     

Longitudinal Patterns of Nonresident Fathers’ Involvement: The Role of Resources and Relations

Using data from the Fragile Families and Child Wellbeing Study, we examined patterns of nonresident father involvement 1 and 3 years after a nonmarital birth (N = 893). Cluster analyses were used to determine patterns of involvement across different father behaviors. About half of fathers displayed low involvement when children were 1 and 3 years old, one fourth of fathers maintained high involvement, and equal remaining proportions increased or decreased involvement over time. Multinomial logistic analyses indicated that better relationships between parents were associated with consistently high versus low involvement. Better relationships with each others’ extended family also predicted remaining highly involved and increasing involvement over time. Parents’ romantic relationship status was closely associated with patterns of involvement.     

Understanding Links Between Punitive Parenting and Adolescent Adjustment: The Relevance of Context and Reciprocal Associations

There is considerable debate regarding the extent to which punitive parenting adversely impacts youth well‐being. Using an ecological–transactional model of human development, we examined reciprocity and contextual variability in associations between maternal punitive discipline and adolescent adjustment among 1,147 low‐income, urban youth followed through adolescence. Longitudinal structural equation modeling results indicated that delinquency and depressive symptoms during pre‐ and early adolescence (Time 1) were associated with increased punitive discipline about a year later (Time 2). When mothers reported less Time 2 neighborhood disorder, punitive discipline at Time 2 was associated with increased delinquency (for boys) and depressive symptoms (for girls) during mid‐ to late adolescence (Time 3). The costs of punitive discipline for adolescent adjustment are best understood considering the dynamic, transactional, and contextual nature of development.     

Noisy zones of proximal development: Conversation in noisy classrooms

Despite the importance of context in studies of language use, sociolinguists have ignored the impact of noise on conversational interaction. This inattention is of particular concern in classrooms where language is a learning tool. Our research on interaction in noisy settings took place in English language elementary school classrooms with students in grades 3, 5, and 7, whose first language was English. Students were observed during regular classroom activities. Employing a novel method, in which students wore ear‐level microphones, we obtained stereophonic recordings of the noise and conversation that reached each listener's ears. A dosimeter measured the noise levels in each classroom. Analyses of students’ patterns of conversation suggest that noise levels impeded the intended development of complex conversational interaction and collaborative learning. This study also questions the place of acoustics in understanding context, and the significance of the hearer's perspective in sociolinguistic studies of conversational interactions.     

Ethics Beyond the IRB: An Introductory Essay

Qualitative sociologists confront thorny ethical issues, many of which are beyond the scope of institutional review board procedures and protocols. This essay presents the broad themes of this special issue by reviewing major approaches to scholarly ethical practice, offering a set of orienting propositions, and introducing the contributions of and connections among the articles that follow.     

Crafting the Elastic Self? Gender and Identities in Senior Appointments in Irish Education

This article considers the impact of new managerial reform on the recruitment and retention of women into senior management posts across the Irish education sector. In Ireland as elsewhere, the rhetoric of gender equality permeates new managerial reforms. Yet our data suggest that an emphasis on performativity and an intense commitment to paid work consolidates masculinist management cultures disguised through the ideology of choice. This works to the detriment of women, especially those with caring responsibilities. Drawing on studies of 23 top‐level educational appointments in primary, secondary and higher education, we show how the relentless crafting of an elastic self is required for both those who remain in management positions in education and those who seek them.     

Are Religious People Nice People? Religiosity,Race, Interview Dynamics,and Perceived Cooperativeness

Prior research has shown consistently that religiosity, as indexed by self-reported frequency of prayer, is associated positively with "niceness," measured by interviewers'ratings of respondents'cooperativeness. We used data pooled from the 1983, 1988, and 1993 General Social Surveys to further examine the association between religiosity and niceness, and to raise questions about the adequacy of this currently preferred operationalization of niceness. We used three different measures of religiosity and directly examined racial differences in perceived cooperativeness. Our results indicate that each self-reported indicator of religiosity was associated positively with perceived cooperativeness (in separate models), while race was associated negatively. We found no evidence of mediating or moderating relationships. Overall, our results provide additional evidence that persons who are more religious are perceived by others to be more cooperative and that this effect operates net of more readily observable characteristics that might influence interview dynamics and interviewers'evaluations of respondents'cooperativeness. However, our results also suggest that new, more specific measures of niceness are needed to improve our ability to fully measure this sociologically important concept and to refine our understanding of the relationship between religiosity and niceness.     

Is the Gene-Environment Interaction Paradigm Relevant to Genome-Wide Studies? The Case of Education and Body Mass Index

This study uses data from the Framingham Heart Study to examine the relevance of the gene-environment interaction paradigm for genome-wide association studies (GWAS). We use completed college education as our environmental measure and estimate the interactive effect of genotype and education on body mass index (BMI) using 260,402 single-nucleotide polymorphisms (SNPs). Our results highlight the sensitivity of parameter estimates obtained from GWAS models and the difficulty of framing genome-wide results using the existing gene-environment interaction typology. We argue that SNP-environment interactions across the human genome are not likely to provide consistent evidence regarding genetic influences on health that differ by environment. Nevertheless, genome-wide data contain rich information about individual respondents, and we demonstrate the utility of this type of data. We highlight the fact that GWAS is just one use of genome-wide data, and we encourage demographers to develop methods that incorporate this vast amount of information from respondents into their analyses.