Does Culture Affect Divorce? Evidence From European Immigrants in the United States

This article explores the role of culture in determining divorce by examining country-of-origin differences in divorce rates of immigrants in the United States. Because childhood-arriving immigrants are all exposed to a common set of U.S. laws and institutions, we interpret relationships between their divorce tendencies and home-country divorce rates as evidence of the effect of culture. Our results are robust to controlling for several home-country variables, including average church attendance and gross domestic product (GDP). Moreover, specifications with country-of-origin fixed effects suggest that immigrants from countries with low divorce rates are especially less likely to be divorced if they reside among a large number of coethnics. Supplemental analyses indicate that divorce culture has a stronger impact on the divorce decisions of females than of males, pointing to a potentially gendered nature of divorce taboos.     

Identifying factors for poorer educational outcomes that may be exacerbated by COVID-19: A systematic review focussing on at-risk school children and adolescents

School closures across Australia in response to COVID-19 have persisted since 2020, with rising mental health problems in children and adolescents, alongside rising negative family health and socioeconomic outcomes. Further, some children and young people who were already experiencing disadvantage pre-pandemic may be at heightened risk of poorer educational outcomes. Therefore, the aim of this study was to conduct a systematic review of the literature to identify the factors for poorer educational outcomes that may be exacerbated by COVID-19 amongst disadvantaged school students. Key development stages of disadvantage were identified: young children who started school behind, older students already at risk of disengagement from school and children and young people who have had contact with the child protection system. Five databases were systematically searched, across two search periods. A total of 69 Australian, peer-reviewed articles, published in 2005–2021, examining risk factors for poor educational outcomes for children attending school met the inclusion criteria and were included in final analyses. Our findings provide evidence of key risk factors that make these populations susceptible to worsening outcomes resulting from the COVID-19 pandemic, and of the critical importance of ongoing research to guide policy and practice support for these at-risk groups.     

Exploring developmental changes in infant anticipation and perceptual processing: EEG responses to tactile stimulation

There is an increasing interest in alpha-range rhythms in the electroencephalogram (EEG) in relation to perceptual and attentional processes. The infant mu rhythm has been extensively studied in the context of linkages between action observation and action production in infancy, but less is known about the mu rhythm in relation to cross-modal processes involving somatosensation. We investigated differences in mu responses to cued vibrotactile stimulation of the hand in two age groups of infants: From 6 to 7 months and 13 to 14 months. We were also interested in anticipatory neural responses in the alpha frequency range prior to tactile stimulation. Tactile stimulation of infants’ left or right hand was preceded by an audiovisual cue signaling which hand would be stimulated. In response to the tactile stimulus, infants demonstrated significant mu desynchronization over the central areas contralateral to the hand stimulated, with higher mu peak frequency and greater contralateral mu desynchronization for older infants. Prior to the tactile stimulus, both age groups showed significant bilateral alpha desynchronization over frontocentral sites, which may be indicative of generalized anticipation of an upcoming stimulus. The findings highlight the potential of examining the sensorimotor mu rhythm in the context of infant attentional development.     

Subsequent child protection contact for a cohort of children reported to child protection prenatally in one Australian jurisdiction

Repeated reporting to child protection is common. One approach to early intervention is for jurisdictions to receive and respond to child protection concerns raised before children are born. Despite this, little research has comprehensively examined subsequent child protection contact for those first reported prenatally. This study aimed to examine the subsequent child protection contact for up to a two-year period for a cohort of children who were reported about prebirth. Child protection administrative data were extracted for 640 children reported for a concern about an unborn child in a single jurisdiction during 2014. Data about child protection contacts included reports, investigations, substantiations and out-of-home placements for children reported prenatally. Of the 640 children, 79% reported about prenatally also had contact with child protection between birth and age two. From birth and up to age two, children reported prenatally had between zero and 21 reports. Twenty-two per cent of the children reported prenatally were removed from their birth parents and placed in out-of-home care prior to age two. These findings highlight the importance of intervening and supporting families prior to and during pregnancy to reduce harm to children and reduce the need for contact with child protection.     

Using YouTube vlogs to study women's experiences of participating in #MeToo

In our effort to study women's experiences of participating in the #MeToo social movement and the effects it has had on their lives, we employed YouTube vlogs posted under that hashtag, instead of interviews, as our source of experiential data. Few scholars have engaged in detailed reflections on vlogs as a source of qualitative data. Even fewer evaluate vlogs in relation to studying sexual violence, particularly women's experiences of participating in #MeToo. In this paper we contribute to these methodological discussions by reflecting on our use of vlogs in such a study, appraising the productive potentials and concerns related to qualitative vlog data. They afforded us several methodological benefits, but also entailed ethical and analytical challenges.     

After inclusion. Thinking with Julian Go's ‘Thinking against empire: Anticolonial thought as social theory’

This contribution engages Go's generative invitation to think against empire by thinking through the epistemic and disciplinary implications of such endeavour. I zoom in on the need to explicitly address the purpose and ethos of scholarly inquiry and how that translates into decolonial academic praxis. Thinking with Go's invitation to think against empire, I feel compelled to constructively engage the limitations and impossibilities of decolonising disciplines such as Sociology. I glean from the various attempts at inclusion and diversity in society and argue that adding or including Anticolonial Social Thought/marginalised voices and peoples in the existing corridors of power—such as canons or advisory boards—is at best a minimal rather than a sufficient condition of decolonisation or going against empire. This raises the question of what comes after inclusion. Rather than offer a ‘correct’ or single alternative anticolonial way, the paper explores the pluriversally inspired method(ological) avenues that appear when we commit to thinking about what happens after inclusion when the goal is decolonisation. I expand on my ‘discovery’ and engagement with the figure and political thought of Thomas Sankara and how this led me to abolitionist thought. The paper then offers a patchwork of methodological considerations when engaging the what, how, why?—questions of research. I engage with questions of purpose, mastery, and colonial science and turn to the generative potential of approaches such as grounding, Connected Sociologies, epistemic Blackness, and curating as methods. Thinking with abolition and Shilliam's (2015) distinction between colonial and decolonial science, between knowledge production and knowledge cultivation, the paper invites us to not only think of what we need to do more of or better when taking Anticolonial Social Thought seriously, but also what we might need to let go of.     

Connecting and engaging with health and social care: Exploring the core components of a telephone and web-mediated family navigation prevention service

Early engagement with health care, mental health care, and social services can promote the well-being of children and families. How practitioners can best support family engagement with these services however remains largely unknown. To address this gap in knowledge, data from a voluntary 12-week telephone and web-mediated family navigation preventive intervention called Navigate Your Way were subject to mixed-methods analysis. Twenty-nine caregivers and five family navigators contributed data to the study. Thematic analysis of weekly navigator check-ins, participant closing interviews, navigator discharge notes, and lab meeting notes was conducted and followed by quantitative analysis of navigator effort across project activities. Results were then mixed to illuminate the essential conditions for supporting family connection to health care, mental health care, and social services. Qualitative analysis identified themes related to empathic engagement and person-centred navigation as central to connecting families to needed services. Quantitative analysis of navigator effort identified participant outreach, weekly check-ins, service identification, and ongoing supervision as essential navigation activities. Together, providing an environment that is supportive, consistent, flexible, person-centred and tailored to families' specific needs are important for connecting to health and social care.