Neighborhood processes, self-efficacy, and adolescent mental health

Self-efficacy beliefs are central to mental health. Because adolescents' neighborhoods shape opportunities for experiences of control, predictability, and safety, we propose that neighborhood conditions are associated with adolescents' self-efficacy and, in turn, their internalizing problems (i.e., depression/anxiety symptoms). We tested these hypotheses using three waves of data from the Project on Human Development in Chicago Neighborhoods (N = 2,345). Results indicate that adolescents living in violent neighborhoods tended to report lower self-efficacy beliefs, partly because they were more likely to experience fear in their neighborhood. However, moving out of Chicago neighborhoods marked by violence and low collective efficacy to neighborhoods outside of the city was associated with adolescents' increased self-efficacy (vs. staying in such neighborhoods), an association explained by adolescents' school-related experiences. Finally, through self-efficacy, these neighborhood processes had an indirect association with adolescents' internalizing problems. Results partially support a model linking neighborhood conditions, cognitions about the self, and emotions.     

Reproduction revisited: comprehending complex educational trajectories

Pierre Bourdieu's famous theory of educational reproduction is often depicted by critics in simplistic terms: individuals either have plenty of cultural capital, and thus symbolic mastery and school success, or they do not and develop practical mastery and vocational interests instead. Social mobility, deviant trajectories and resistance, on the other hand, are seemingly impossible. The nature of Bourdieu's writing fuelled this perception, but implicit in his early work, and elaborated in his later writings, is the idea that class and capital possession are fully relational, gradational and refracted by family dynamics, thereby suggesting the existence of all manner of possible shades of difference between the two poles of reproduction. This paper, whilst acknowledging that reproduction is still the major feature of the education system in the UK, thus revisits Bourdieu's thesis and sketches some of the manifestations of this intermediate zone of educational performance, namely social space travel, the Icarus effect, recovered trajectories and pathways born of dispersed family fields. In so doing it draws on a qualitative research project examining the life histories of adults from a variety of class positions in Bristol.     

Humanitarian action in developing countries: who evaluates who?

Humanitarian NGOs and intergovernmental organisations are usually assessed by their funders, not their beneficiaries. In most cases, their evaluation relies on interviews with “professionals”, neglects field surveys, does not use opinion polls and seldom tries to assess the socioeconomic impact of relief. Moreover, it is commissioned by stakeholders at the risk of being judge and party. Such a system brings several conflicts of interest: (1) it needs to be approved by those who are evaluated and so does not deal with “bad eggs” that refuse to be investigated; (2) it produces biased analysis, does not name names and passes over fundamental issues; (3) it is very formal and technocratic, if not meaningless; (4) it does not help to learn from past mistakes. Hence this article proposes a framework to develop third party evaluations. It is suggested that, to be really independent, evaluation should neither be paid or commissioned by stakeholders, i.e. NGOs and institutional funders. To facilitate learning, its methodology and its results must also be available to the general public. To be accepted by those who are evaluated, finally, it should highlight the difficulties, explain the political context, acknowledge its subjectivity, recognize its limits, focus on processes more than results and develop qualitative analysis out of quantitative indicators.     

An evaluability assessment of a West Africa based Non-Governmental Organization's (NGO) progressive evaluation strategy

While program evaluations are increasingly valued by international organizations to inform practices and public policies, actual evaluation use (EU) in such contexts is inconsistent. Moreover, empirical literature on EU in the context of humanitarian Non-Governmental Organizations (NGOs) is very limited. The current article focuses on the evaluability assessment (EA) of a West-Africa based humanitarian NGO's progressive evaluation strategy. Since 2007, the NGO has established an evaluation strategy to inform its maternal and child health care user-fee exemption intervention. Using Wholey's (2004) framework, the current EA enabled us to clarify with the NGO's evaluation partners the intent of their evaluation strategy and to design its program logic model. The EA ascertained the plausibility of the evaluation strategy's objectives, the accessibility of relevant data, and the utility for intended users of evaluating both the evaluation strategy and the conditions that foster EU. Hence, key evaluability conditions for an EU study were assured. This article provides an example of EA procedures when such guidance is scant in the literature. It also offers an opportunity to analyze critically the use of EAs in the context of a humanitarian NGO's collaboration with evaluators and political actors.     

Increasingly heterogeneous ages at first birth by education in Southern European and Anglo-American family-policy regimes: A seven-country comparison by birth cohort

According to the 'reproductive polarization' hypothesis, family-policy regimes unfavourable to the combination of employment with motherhood generate greater socio-economic differentials in fertility than other regimes. This hypothesis has been tested mainly for 'liberal' Anglo-American regimes. To investigate the effects elsewhere, we compared education differentials in age at first birth among native-born women of 1950s and 1960s birth cohorts in seven countries representing three regime types. Women with low educational attainment have continued to have first births early, not only in Britain and the USA but also in Greece, Italy, and Spain. Women at all other levels of education have experienced a shift towards later first births, a shift that has been largest in Southern Europe. Unlike the educationally heterogeneous changes in age pattern at first birth seen under the Southern European and Anglo-American family-policy regimes, the changes across birth cohorts in the study's two 'universalistic' countries, Norway and France, have been educationally homogeneous.     

Social Capital and Community Heterogeneity

Recent findings indicate that more pronounced community heterogeneity is associated with lower levels of social capital. These studies, however, concentrate on specific aspects in which people differ (such as income inequality or ethnic diversity). In the present paper, we introduce the number of parties in the local party system as a more encompassing measure of community heterogeneity. This builds on the argument that the number of relevant socio-economic cleavages in the population (i.e. heterogeneity) determines the level of party system fragmentation. Using data on 307 Flemish municipalities, we find that municipalities with a more heterogeneous population indeed have lower levels of social capital. Hence, our study endorses—and generalizes—previous results linking community heterogeneity to lower levels of social capital.