Perspectives on determinants of social welfare: introduction

In this commentary we discuss and elaborate on a number of topics that have been raised in the articles in this issue. The first topic treated is causality. All scientists are aware of the difficulties of making causal inferences in non‐experimental settings, and in many cases arguments are forwarded that support the causal interpretation of the reported relationships. Questions of bi‐directional causality, nonlinear relationships and the importance of omitted variables are discussed, as is the supporting evidence that in some cases comes from experimental studies. The second topic is the level of analysis employed in the empirical analyses and the difficulty of interpreting findings at a different level of aggregation than the level applied in these analyses. In this context, the importance of applying a person‐orientation is pointed out to ensure that the findings are interpretable at the level of the single individual. Even in individual‐level analyses, this can be problematic if one relies on group statistics produced within a variable‐oriented framework. The third topic concerns how to handle interactions and nonlinear relationships. The fourth topic concerns the importance of improving measurements so that a good correspondence is achieved between them and the theoretical conceptualisations. The fifth and last topic is concerned with the argument that different ways of investigating the generalisability of the results to different populations should be tried.     

Prevalence, perpetrators, and characteristics of witnessing parental violence and adult dating Violence in Latina, East Asian, South Asian, and Middle Eastern women

The present study describes and compares the prevalence, perpetrators, and characteristics of witnessing parental violence during childhood and experiencing adult relationship violence in 251 college-educated South Asian/Middle Eastern (n = 93), East Asian (n = 72), and Latina (n = 86) women residing in the United States. Results showed that more than 50% of each ethnic group witnessed parental and adult relationship violence. For all three groups, adult psychological violence was more prevalent than physical violence, which, in turn, was more prevalent than injury violence. Significant differences were found for paternal and maternal psychological, physical, and injury violence witnessed within ethnic groups. High prevalence rates and significant differences emerged for psychological, physical, and injury violence experienced as a victim and enacted as a perpetrator within ethnic groups. The implications of college-educated, higher socioeconomic status (SES) women of color being at risk for witnessing and experiencing family violence are discussed.     

Perspectives on determinants of social welfare: commentary

In this commentary we discuss and elaborate on a number of topics that have been raised in the articles in this issue. The first topic treated is causality. All scientists are aware of the difficulties of making causal inferences in non-experimental settings, and in many cases arguments are forwarded that support the causal interpretation of the reported relationships. Questions of bi-directional causality, nonlinear relationships and the importance of omitted variables are discussed, as is the supporting evidence that in some cases comes from experimental studies. The second topic is the level of analysis employed in the empirical analyses and the difficulty of interpreting findings at a different level of aggregation than the level applied in these analyses. In this context, the importance of applying a person-orientation is pointed out to ensure that the findings are interpretable at the level of the single individual. Even in individual-level analyses, this can be problematic if one relies on group statistics produced within a variable-oriented framework. The third topic concerns how to handle interactions and nonlinear relationships. The fourth topic concerns the importance of improving measurements so that a good correspondence is achieved between them and the theoretical conceptualisations. The fifth and last topic is concerned with the argument that different ways of investigating the generalisability of the results to different populations should be tried.     

Sexual behavior of resident street prostitutes with their clients in Camden,New Jersey

This paper describes a prospective study of the sexual behaviors of 20 resident street prostitutes and their clients. Prostitutes were long‐term residents of and practiced street prostitution in their community. They worked full‐time and reported averages of four clients per workday, four to five workdays per week, in an eight‐year career. Sexual behaviors with clients on five to eight workdays were recorded over a seven‐month period. Forty‐nine percent of contacts were with repeat clients. A regular client was defined by prostitutes as one who visited at least once a week. The results of the present study indicate that long‐term sexual relationships exist between some clients and prostitutes. Typically, a regular client had one to three sexual encounters per week with the prostitute, spent several hours with her at a motel (or one of their homes), and was more likely (than the occasional client) to engage in vaginal intercourse. Reported condom use was in the range of 39 to 74 percent.     

Small-dollar children's saving accounts and children's college outcomes by race

This is paper three of four in the Small-Dollar Children Accounts series that studies the relationship between children's small dollar savings accounts and college enrollment and graduation. The series uses different subsamples to examine three important research questions: (a) Are children with savings of their own more likely to attend or graduate from college? (b) Does dosage (no account, only basic savings, savings designated for school of less than $1, $1 to $499, or $500 or more) matter? And (c) is designating for school more predictive of college enrollment or graduation than having basic undesignated savings alone? Using propensity score weighted data from the Panel Study of Income Dynamics and its supplements we created multi-treatment dosages of savings accounts and amounts to answer these questions separately for black (n = 404) and white (n = 453) children. White children's savings are not significantly related to their college outcomes. Differently, compared to black children without savings accounts, black children are three times more likely to enroll in college when they have school savings of less than $1 and six times more likely when they have school savings of $1 to $499. Further, black children with school savings of $1 to $499 are four times more likely to graduate from college and black children with school savings of $500 or more are three-and-a-half times more likely to graduate from college, compared to those with no savings account. We suggest Child Development Accounts (CDAs) may be a promising tool for helping black children get to and through college.     

Exploring “Home” Through Residents’ Lenses: Assisted Living Facility Residents Identify Homelike Characteristics Using Photovoice

An increasing number of older adults are moving into assisted living facilities when living independently becomes difficult. These facilities afford older adults a home-like environment with opportunities for social activity and a minimal level of professional care, although relocation can negatively impact well-being. Because it is important to study home environments of aging adults, 10 residents of an assisted living facility were engaged in Photovoice to explore perceptions of the facility as home. Through photographic expression, residents identified environment enhancements for home at an assisted living facility. Findings of this study have implications for program planning at long-term care facilities.     

The Interplay between Educational Achievement, Occupational Success, and Well-Being

Many studies have examined the effect of life events, education, and income on well-being. Conversely, research concerning well-being as a predictor of life course outcomes is sparse. Diener’s suggestion “to inquire about the effects of well-being on future behavior and success” has, with some exceptions, not yet come to fruition. This article contributes to this body of research. We conceptualize and analyze the interplay between educational achievement, occupational success, and well-being as a complex process. The relationship between these domains is examined drawing on a structure-agency framework derived from Bourdieu and Social Comparison Theory. Social comparison between adolescents and their parents is suggested to be the mechanism explaining the effects of successful and unsuccessful intergenerational transmission of educational achievement and occupational success on well-being. It is further argued that well-being may serve as an individual resource by fostering educational and occupational outcomes. Panel data from the Transition from Education to Employment (TREE) project, a Swiss PISA 2000 follow-up study, was used. The interplay between well-being and successful and unsuccessful intergenerational transfer of educational attainment was analyzed in an autoregressive cross-lagged mixture model framework. Social comparison was found to be related to well-being, while well-being proved to significantly increase the probability of successful intergenerational transfer of educational attainment.     

Associations between Sadness and Anger Regulation Coping, Emotional Expression, and Physical and Relational Aggression among Urban Adolescents

This study examined associations between self-reports of sadness and anger regulation coping, reluctance to express emotion, and physical and relational aggression between two cohorts of predominantly African-American fifth (N  =  191; 93 boys and 98 girls) and eighth (N  =  167; 73 boys and 94 girls) graders. Multiple regression analyses indicated unique associations between relational aggression and expressive reluctance and sadness regulation coping. In contrast, physical aggression, but not relational aggression, was associated with anger regulation coping. These relations did not differ across gender, but the strength of the association between anger regulation coping and physical aggression varied by grade. Sadness regulation coping moderated the association between expressive reluctance and relational aggression. Conversely, anger regulation coping moderated the relation between expressive reluctance and physical aggression; however, the strength of this relation differed by gender. These findings have important implications for intervention efforts.