Organizations as the building blocks of social inequalities

Most contemporary inequalities emerge in and are constituted through organizations. In this article, we review research at the intersection of organizations and inequalities, bringing the organizational literature and social stratification literature into conversation with one another. In doing so, we outline an emerging theoretical perspective, Relational Inequality Theory (RIT), that helps to make sense of how inequalities emerge within and between organizations. RIT places social relations within organizational contexts as constitutive of inequalities in access to organizational resources such as income, jobs, and respect. Much research supports theorizing inequalities as emerging through social relations within organizations, and we suggest comparative organizational designs as the key methodological strategy to study organizational inequalities.     

Let Me Go: The Influences of Crawling Experience and Temperament on the Development of Anger Expression

Infants’ emerging ability to move independently by crawling is associated with changes in multiple domains, including an increase in expressions of anger in situations that block infants’ goals, but it is unknown whether increased anger is specifically because of experience with being able to move autonomously or simply related to age. To examine the influence of locomotion on developmental change in anger, infants’ (N = 20) anger expressions during an arm restraint procedure were observed longitudinally at a precrawling baseline assessment and 2 and 6 weeks after the onset of crawling. Infant age at each crawling stage was unrelated to the frequency of anger expressed in response to arm restraint. At 6 weeks postcrawling onset, infants whose mothers rated them as temperamentally higher in distress to limitations, compared with those rated lower, showed a greater increase in the frequency of anger expressed during the arm restraint relative to earlier assessments and took longer to reduce the frequency of anger expressed when no longer restrained. Findings suggest that experience with autonomous crawling has an effect on anger expression, independent of age, and that a temperamental tendency to become distressed by limitations may exacerbate the effect of crawling on anger expression.     

Why Are Socially Anxious Adolescents Rejected by Peers? The Role of Subject‐Group Similarity Characteristics

This study addressed the role of actual and perceived similarity in peer rejection of socially anxious adolescents. Videotapes of 20 high and 20 low socially anxious adolescents (13–17 years old) giving a speech were rated by groups of unfamiliar peers with regard to perceived similarity and desire for future interaction (lower scores indicating rejection). Actual similarity between speakers and observers regarding social anxiety and gender was also taken into account. Findings showed that high socially anxious students were more rejected and that perceived but not actual similarity between peer observers and speakers (partly) mediated rejection.     

Social Cognitive Factors,Support, and Engagement: Early Adolescents’ Math Interests as Precursors to Choice of Career

The authors examined the central hypothesis that students’ early perceptions of support and sense of engagement in math classes and math activities strongly influence the broadening or narrowing of their math interest. The focus was on the first wave of qualitative data collected from 5th‐, 7th‐, and 9th‐grade students during the 2007–2008 academic year as part of a longitudinal study. Findings indicate the importance of using group work and extrinsic motivation in middle school math classes to broaden interest; peer classroom behavior was often a detractor of math interest.     

Sensitivity to Confidence Cues Increases during the Second Year of Life

We investigated the emergence in infancy of a preference to imitate individuals who display confidence over lack of confidence. Eighteen‐ and 24‐month‐olds (N = 70) were presented with an experimenter who demonstrated the use of several objects accompanied by either nonverbal expressions of confidence or lack of confidence. At 24 months, infants were more likely to imitate the actions when demonstrated by a confident experimenter than by an unconfident experimenter; 18‐month‐olds showed no such preference. The experimenter then presented an additional imitation trial and a word‐learning trial while displaying a neutral expression. Twenty‐four‐month‐olds persisted in preferentially imitating a previously confident experimenter, but prior confidence had no effect on their word learning. These findings demonstrate a developmental increase in infants’ use of confidence cues toward the end of the second year of life.     

Coming Full Circle: Reoccurring Career Development Trends in Schools

Current state and national mandates focusing on academic achievement have drawn critical counseling resources away from career development. As the world of work radically changes and economic situations remain uncertain, the call for a return to school counseling roots based in career guidance has never been louder. The authors explore reoccurring career guidance trends throughout the history of school counseling to expand awareness of the basis of today's career and technical education discussions and increase understanding of the interconnectedness of career guidance and counseling and educational reform.     

Bringing Aid Management Closer to Reality: The Experience of Danish Bilateral Development Cooperation

In 2003, the Danish Ministry of Foreign Affairs undertook a decentralisation of the management of bilateral aid to the embassies in major partner countries. However, while decentralisation appears to live up to the principles of the Paris Declaration on Aid Effectiveness, the specific delegation of responsibilities as well as the political context of aid management may jeopardise the intended contribution to effective development co‐operation. This article explores some factors potentially limiting the usefulness of decentralised aid management in the Danish case, and discusses certain intra‐organisational dynamics and extra‐organisational pressures influencing ‘donor effectiveness’.     

Individual Differences in Infant Oculomotor Behavior During the Viewing of Complex Naturalistic Scenes

Little research hitherto has examined how individual differences in attention, as assessed using standard experimental paradigms, relate to individual differences in how attention is spontaneously allocated in more naturalistic contexts. Here, we analyzed the time intervals between refoveating eye movements (fixation durations) while typically developing 11‐month‐old infants viewed a 90‐min battery ranging from complex dynamic to noncomplex static materials. The same infants also completed experimental assessments of cognitive control, psychomotor reaction times (RT), processing speed (indexed via peak look during habituation), and arousal (indexed via tonic pupil size). High test–retest reliability was found for fixation duration, across testing sessions and across types of viewing material. Increased cognitive control and increased arousal were associated with reduced variability in fixation duration. For fixations to dynamic stimuli, in which a large proportion of saccades may be exogenously cued, we found that psychomotor RT measures were most predictive of mean fixation duration; for fixations to static stimuli, in contrast, in which there is less exogenous attentional capture, we found that psychomotor RT did not predict performance, but that measures of cognitive control and arousal did. The implications of these findings for understanding the development of attentional control in naturalistic settings are discussed.