School co-ethnicity and Hispanic parental involvement

Scholars of immigration disagree about the role ethnic communities play in immigrant families’ engagement in educational institutions. While some researchers argue that the concentration of disadvantaged ethnic groups may prevent meaningful engagement with schools, others argue that ethnic communities can possess resources that help immigrant families be involved in their children’s schooling. In this study we use a nationally representative dataset of Hispanic children from the Early Childhood Longitudinal Study, Kindergarten Cohort (ECLS-K) to determine if the relative size of the Hispanic population in the school affects levels of their parents’ involvement in their education, as well as parents’ perceptions of barriers to their involvement. Our results suggest that a large Hispanic presence in a child’s school can help increase immigrant Hispanic parents’ involvement in their children’s schooling, but there are no benefits for US-born Hispanic parents, indicating that ethnic communities help immigrant families acculturate to American institutions.     

Cultivating Professional Allies for Sexual Minority Youth: A Community-Based Educational Intervention

Sexual minority youth (SMY) face multiple risks in their daily lives that may influence their need for supportive care. Health and social service providers have unique opportunities to provide culturally competent services to these youth. This article describes a community-based educational intervention created to increase providers’ knowledge, skills, and intention to support SMY. Based on the Information-Motivation-Behavioral Skills model, this pilot study found that for a diverse sample of multidisciplinary professionals (n = 2,850), the odds of behavioral intention (BI) to support SMY were significantly higher when trainings were relevant to the professionals’ experience (OR = 1.3), were sensitive (OR = 1.3), developed skills (OR = 1.1), and incorporated policy (OR = 1.2). Implications for the delivery of community-based trainings are provided.     

A Typology of Dual Earner Marriages Based on Work and Family Arrangements

Qualitative research has investigated distinct couple types that divide work and family responsibilities based on employment circumstances and relationship characteristics, but such research is not conducive to identifying frequencies of couple types or statistically comparing work-family circumstances across couple types. The current study incorporated both employment and family variables in identifying four distinct dual-earner couple types among respondents from the National Survey of the Changing Workforce. Couple types were compared regarding demographic information, and memberships in couple types were predicted based on this information. Some significant differences emerged that may begin to explain the circumstances and motivations behind selecting certain work-family arrangements, though the more peer-like couples were less distinct and in some ways less economically advantaged than expected.

RELATIONSHIP TRANSITIONS AMONG YOUTH IN URBAN KENYA

The process of courtship and marriage in sub-Saharan Africa has changed remarkably. These changes, however, have received scant attention, as recent research has focused on adolescent relationships' links to HIV/AIDS rather than to marriage. Drawing on detailed reports of 1,365 romantic and sexual partnerships from youths in Kisumu, Kenya, we find that marital aspirations, school enrollment, emotional attraction, pregnancy, and independence from kin are all predictors of getting engaged or married. Furthermore, though men and women are much more likely to marry partners they believe are sexually exclusive, men who have multiple partners are actually more likely to get married. By focusing on the contemporary process of marriage, this paper offers an alternative portrayal of premarital relationships in sub-Saharan Africa.     

School-Based Groups to Support Multiethnic Sexual Minority Youth Resiliency: Preliminary Effectiveness

Sexual minority youth (SMY) face multiple challenges as a result of their marginalized sexual and/or gender identities, yet evidence informed programs for the population are absent from the literature. This study describes the pilot research efforts of affirmative supportive safe and empowering talk (ASSET), the first LGBTQ affirmative school-based group counseling intervention created specifically to promote resiliency. In a pilot uncontrolled trial, multiethnic SMY (n = 263) completed measures of self-esteem, social connectedness, and proactive coping at baseline and following completion of the ASSET intervention. Post-intervention analysis using general linear modeling suggests that self-esteem and proactive coping increased significantly across all subgroups, while social connectedness remained constant. ASSET holds promise to enhance the resiliency of SMY in school-based practice settings. Further research should address the effect of ASSET participation on measures of risk and resiliency, and compare outcomes across multiple group interventions.     

A survey of disabled children and young people’s views about their quality of life

This study aimed to explore disabled children and young people’s perspectives about their quality of life, in terms of physical, mental and social well-being. Ninety-one disabled children, recruited through voluntary organisations in Scotland, completed KIDSCREEN-27, a validated measure of health-related quality of life for children. Findings were compared with those from a European study of predominantly non-disabled children. The children gave largely positive reports about school, family relationships and their physical health. However, one in three reported often feeling ‘sad’ and many were excluded from social activities with their peers. Expectations of achieving academic qualifications, and moving into further or higher education, were generally low. The children’s perceived quality of life was lower than their European counterparts, less so in relation to school but particularly for friendships and peer support. The findings are discussed in the light of the social relational understanding of disability. Policy and practice implications are identified.     

Toward Transgender Affirmative Social Work Education

Social work has professional and academic standards consistent with transgender affirmative education and practice. Nevertheless, a growing body of research suggests that transgender issues are largely absent from social work education, resulting in practitioners who are uninformed or biased against transgender issues. The present study expands the literature through a mixed methods study exploring perceptions of transgender issues in social work education from the perspectives of transgender social work students (n = 97). Quantitative and qualitative analyses reveal barriers to transgender affirmative social work education including (1) transphobic microaggressions within classroom and field settings, (2) the absence of transgender specific education and expertise, and (3) the general lack of visibility of transgender issues. Recommendations for transgender affirmative social work education are provided.     

Complaints‐Based Entrepreneurialism: Worker Experiences of the Employment Standards Complaints Process in Ontario,Canada

In Ontario, workers who face unfair working conditions have the option of filing an official complaint with the Ministry of Labour. Complaints making is characterized as a widely available, easily accessible, and free‐of‐cost avenue for workers who may have experienced a violation of the law. However, interviews with Ontario workers who have filed complaints tell a different story. This paper is based on a community‐university project on the enforcement of the Employment Standards Act in Ontario. We draw on 36 interviews with workers employed in precarious jobs in Sudbury, Toronto, and Windsor, who filed complaints to the Ministry. Workers characterize the complaints process as rife with bureaucratic complexity, risk, and unsuccessful payouts. Their experiences shed light on the efficacy of complaint‐based approaches that are often promoted as a form of “bottom‐up” enforcement of employment standards (ES). We demonstrate that the current ES complaints system requires workers to enact neoliberal entrepreneurialism (rather than agentic or collective entrepreneurialism) creating a highly stressful, enormously time‐consuming, and demoralizing experience. We document the increasingly individualized and contradictory avenues through which workers must act as entrepreneurs to navigate and self‐advocate when their rights have been violated. We argue that the current complaint processes limit the potentially empowering impact of this strategy.     

Non-Participant Fathers in Time-Use Studies: Uninvolved or Data Artifact?

It is well-established that time spent with parents is beneficial for children’s development. However, time-use studies from various countries consistently indicate that there are a substantial number of parents, especially fathers, who report spending no time with their children. Much of the literature on parental time simply ignores these parents or assumes that they are similar to other parents. Using data from the 2005 Canadian General Social Survey time-use survey, this study takes a closer look at respondents who report spending 0 min with their children and asks whether they are simply an artifact of the data or whether they have distinct social, economic and demographic characteristics. The findings indicate that while data anomalies may partially explain the existence of this group, non-participants also differ in terms of their family, work, and demographic characteristics. Both the methodological and substantive implications of these findings are discussed.