The Diversity Imperative: Building a culturally responsive school ethos

In the wake of increasing globalization and the growing migration of refugees and asylum seekers from conflict, post-conflict and third world societies, dramatic changes are taking place in the cultural demography of many western European nations. Correspondingly, schools in these countries are experiencing increasing ethnic diversity in their student enrolments and, as such, are facing an imperative that challenges their traditional western, monocultural foundations. In trying to manage this diversity, these schools commonly are ill-equipped to address the different needs of ethnically diverse learners. This paper presents a framework of practical considerations and strategies for pursuing a whole-school approach toward building a culturally responsive ethos in which all students are valued and assured equal opportunities for success.     

INDEPENDENCE DISTRIBUTION-PRESERVING NONNEGATIVE-DEFINITE COVARIANCE STRUCTURES FOR THE SAMPLE VARIANCE

This paper explicitly characterizes the general nonnegative-definite covariance structure for a multivariate normal random vector such that the univariate sample variance is distributed exactly as if the sample observations are normal independent and identically distributed (i.i.d.). This work extends the results of Baldessari (1965) and Stadje (1984) who have characterized the general positive-definite covariance matrix such that the univariate sample variance is distributed exactly as if the sample observations are normal i.i.d.     

Measuring Social Enterprise Value Creation

This article presents a case study that explores the creation of value by a social enterprise, Furniture Bank, for its stakeholders. The study is undertaken using the social return on investment framework. The case highlights insights and caveats that resulted from undertaking this type of analysis. This article calls for an integrated approach to social return on investment processes, incorporating both conventional accounting and social accounting.     

Construct Validation of the Social Competence Scale in Preschool-age Children

This study evaluated the utility of the social competence scale (SCS)‐parent version, a measure of social competence developed for children of elementary school age, for use with preschool‐age children. Data were derived from two samples of preschoolers: a community sample assessed at enrollment to pre‐kindergarten programs and a high‐risk sample of children at familial risk for conduct problems participating in a preventive intervention trial. Using data from both samples, we assessed the factor structure, internal consistency, and stability of the SCS, and whether the SCS discriminated the high‐risk sample from the community sample. Results support the utility and construct validity of the SCS for use in preschoolers. The total SCS scale was relatively stable over 24 months during the preschool period and was correlated with other measures of social competence, parent ratings of emotion regulation, lability and behavior problems, and tests of child cognitive ability.     

Predictors of parenting among African American single mothers: Personal and contextual factors

Guided by family stress theory, relations among neighborhood stress, maternal psychological functioning, and parenting were examined among 123 low‐income, urban‐dwelling, African American single mothers. Using a longitudinal design, structural equation modeling was employed to test the hypothesis that neighborhood stress results in poorer parenting over time through its detrimental effect on maternal psychological functioning. Social support from family and friends was examined as a potential moderator of the association between neighborhood stress and parenting behavior. Results indicated that higher levels of neighborhood stress were related to greater psychological distress among mothers, which in turn, was significantly related to less engagement in positive parenting practices approximately 15 months later. A moderating effect emerged for social support, however, such that the proposed model provided a better fit for mothers reporting low levels of perceived social support than for mothers reporting high levels. Implications of the findings for prevention and intervention are discussed.