East European assimilation and (re)integration: the interwar legacies of transatlantic migration and “Russian” Orthodox conversion (1918–1939)

In the 1920s and 30s, mass conversion movements to “Russian” Orthodoxy emerged among Greek Catholics in Czechoslovakia and Poland, comprising a new chapter in a continuing saga of conversion which began in the late nineteenth century, in what was then Austria–Hungary. Pre-1914 conversion movements arose in large part due to transatlantic migration – especially return migration – between Austria–Hungary and the Americas. Americanists have generally treated the 1920s and 30s as the era when transnational migration’s impact waned owing to US immigration restrictions, while East Europeanists have minimized or ignored the impact of transnational migration upon East European regions. Interwar Catholic-to-Orthodox conversions, however, are not merely attributable to historical legacy: transatlantic migration continued to influence the dynamics of conversion as an active, contemporary force. As had been true prior to World War I, returning migrants and their families comprised the most significant constituency of the movements after the war; migrants remaining in the Americas supported the East European movements with economic and social remittances, and activists on either side of the Orthodox/Catholic divide treated the conversions as transnational phenomena. This essay analyzes the impact of transnational migration upon shifting ethnoreligious identifications, in the context of shifting social, national, and geopolitical circumstances, 1918–1939.     

Teaching social research methods after the critical turn: challenges and benefits of a constructivist pedagogy

An increasing challenge for teaching methods courses in the social sciences is the ‘critical turn’, which has encouraged some students to adopt an anti-empirical orientation. We present a case study of a compulsory undergraduate methods course in a political science department strongly influenced by post-structuralist philosophies. The first author redesigned the course to implement four constructivist pedagogical principles: (1) develop a full understanding of students’ pre-existing perceptions of political science research methods; (2) encourage students to see methodology as an inevitably contested field; (3) provide space for students to choose a methodological approach that best aligns with their personal stance on knowledge; and (4) encourage students to view research as an ongoing ‘conversation’. We critically reflect on the implementation of these constructivist pedagogical strategies and argue they improve students’ critical engagement with course material, increase linkages between methods teaching and other disciplinary subject matter, and accommodate diverse student perspectives and needs.     

Multistate projections by level of education for Portugal, 2011–2031

Educational attainment is an attribute that leads to a great distinction between the members of a population, including when considering their health and well-being, which are features to pursue within an aging society. The aim of this work was to produce demographic projections for the Portuguese population by sex, age group and level of educational attainment, for the period 2011–2031. Considering fertility, mortality and migration differentials by level of education, the population was projected using the multistate cohort-component method with a block Leslie matrix. Two scenarios were considered, one where educational attainment before 2011 remains constant and another in which educational attainment will follow the trend observed over the last decade, being the trend in the state proportion modelled using continuation ratio models. The results show an increase in the proportion of individuals who complete higher educational levels in almost all age groups of both sexes. Among women, only 13.6 % had completed some level of higher education in 2011, a figure that will rise to approximately 23.4 % in 2031, whereas among men this value was only 9.7 % and will also rise by 2031, reaching 15.5 %. We can expect the proportion of people with higher educational levels to continue to rise as the education of younger cohorts seems to evolve positively. This work will be particularly useful to study how the aging population and the rising levels of education can contribute to the planning and monitoring of public policies, although these findings can also be used in other research contexts.     

Children's time in structured and unstructured leisure activities

Using the 1981 Time Use Longitudinal Panel Study data, this study examines factors which influence children's time use in leisure activities. More time is spent in unstructured than structured leisure activities. Analysis of variance is performed on 32 categories of leisure time, including total leisure, to determine the influence of characteristics of the child and the mother and other socioeconomic characteristics. Males spend significantly more time than females in active sports, playing games, and passive leisure especially watching television on weekends. Females spend significantly more time than males socializing on weekends. The amount of time spent socializing increases with age but decreases with employment. Time spent playing games decreases with age, increases with number of children, and decreases as family income increases. Given the large number of children who do not participate in a given set of leisure activities, future research should examine the probability of participation.The data used in this article were made available by the Inter-university Consortium for Political and Social Research. The data for Time Use Longitudinal Panel Study, 1975–1981 were originally collected by F. Thomas Juster, Martha S. Hill, Frank P. Stafford, and Jacquelynne Eccles Parsons of the Survey Research Center, Institute for Social Research, The University of Michigan. Neither the collector of the original data nor the Consortium bear any responsibility for the analysis or interpretation presented here.Carol B. Meeks is a Professor and Teresa Mauldin is an Assistant Professor in the Department of Housing and Consumer Economics, The University of Georgia, Athens, GA 30602. Dr. Meeks' research interests include time use, family structure, and economic aspects of housing. She received her Ph.D. from Ohio State University. Dr. Mauldin, who also received her Ph.D. from Ohio State University, is interested in time use, economic well being of individuals and families, and family structure.     

Cohabitation and Housework: The Effects of Marital Intentions

This study asks how cohabiters’ housework patterns vary by their marital intentions. I draw on interactionist theories that view housework as an activity that produces gender and family to hypothesize that cohabiters who are more invested in their relationships will spend more time on housework. Analyzing the 1987–1988 National Survey of Families and Households (N = 348), I find that, controlling for sociodemographic and household differences, men who are least committed to their relationships spend the least time on housework, whereas women's housework time is not affected by marital intentions.     

Remaining childless in affluent economies: a comparison of France, West Germany, Italy and Spain, 1994–2001 Rester sans enfant dans des sociétés d'abondances: une comparaison de la France, l'Allemagne de l'Ouest et l'Espagne, 19994–2001

This article explores why women delay childbearing and increase their likelihood to remain childless in Spain, Italy, West Germany and France. We take a macro–micro perspective and show that national institutions influence women’s life transitions, in particular partnership and motherhood. For coupled women, we find two alternative modes out of childlessness. In countries with high direct and indirect child costs, like Spain and Italy, entering a male-breadwinner couple or occupying a stable and high-income position facilitates motherhood, while in the French context motherhood is most likely in a dual-earner partnership.