Mapping Gender and Migration in Sociological Scholarship: Is It Segregation or Integration?

A review of the sociological research about gender and migration shows the substantial ways in which gender fundamentally organizes the social relations and structures influencing the causes and consequences of migration. Yet, although a significant sociological research has emerged on gender and migration in the last three decades, studies are not evenly distributed across the discipline. In this article, we map the recent intellectual history of gender and migration in the field of sociology and then systematically assess the extent to which studies on engendering migration have appeared in four widely read journals of sociology (American Journal of Sociology, American Sociological Review, Demography, and Social Forces). We follow with a discussion of these studies, and in our conclusions, we consider how future gender and migration scholarship in sociology might evolve more equitably.     

Theory of mind,gender, gains in friendships versus peer acceptance and anxious solitude from middle childhood through early adolescence

This investigation proposes that theory of mind (ToM) may be related more strongly to change in friendships than peer acceptance in late middle childhood through early adolescence, and examines the relation between ToM and anxious solitude. Fourth grade ToM was tested as a predictor of change in reciprocated friendships, peer acceptance, and anxious solitude from 4th to 7th grade, and, conversely, reciprocated friendships, peer acceptance, and anxious solitude in 3^rd grade were tested as predictors of 4th grade ToM. Gender moderation of these relations was evaluated. Participants were 688 American public-school children (51.5% girls), 193 of whom completed a ToM questionnaire in 4th grade. In 3rd–7th grade children and their peers reported reciprocated friendship, and peers reported peer acceptance and anxious solitude annually. A multi-group (gender split) autoregressive cross-lagged panel analysis modeled relations between ToM and reciprocated friendship, peer acceptance, and anxious solitude over time. Consistent with hypotheses, girls’ more advanced 4th grade ToM predicted incremental gains in their number of friendships two years later, but not their peer acceptance. In contrast, boys’ more advanced 4th grade ToM did not predict change in their number of friendships or peer acceptance over time. Gender differences in the relation between ToM and friendship are discussed in the context of gender-specific peer relations patterns in late middle childhood and early adolescence. Additionally, more advanced 4th grade ToM predicted gains in anxious solitude in middle school for both genders. This somewhat surprising result is discussed in relation to ToM assessment and peer relations in anxious solitary children.     

Specific Cases,Techniques and Approaches: Talking Pictures in Family Therapy

This article presents a case study on the use of arts‐based resources in family therapy to help children and their post‐separation families describe their experience, communicate and collaborate with each other, witness and learn about each other, and develop their individual and family well‐being.     

风险投资退出方式的灰色决策和层次分析

风险投资退出机制在风险投资的运作过程中具有重要地位,本文基于风险投资的效益最大化原则,运用灰色理论对风险投资退出方式进行决策分析,然后用层次分析法对IPO、并购、管理层回购和清算四种方式进行评价.从而为研究风险投资资金的退出时机和退出方式提供参考.     

Differences in Actual and Perceived Online Skills: The Role of Gender*

Objective. The literature on gender and technology use finds that women and men differ significantly in their attitudes toward their technological abilities. Concurrently, existing work on science and math abilities of students suggests that such perceived differences do not always translate into actual disparities. We examine the yet‐neglected area concerning gender differences with respect to Internet‐use ability. In particular, we test how self‐perceived abilities are related to actual abilities and how these may differ by gender. Methods. We use new data on web‐use skill to test empirically whether there are differences in men's and women's abilities to navigate online content. We draw on a diverse sample of adult Internet users to investigate the questions raised. Results. Findings suggest that men and women do not differ greatly in their online abilities. However, we find that women's self‐assessed skill is significantly lower than that of men. Conclusions. Women's lower self‐assessment regarding their web‐use skills may affect significantly the extent of their online behavior and the types of uses to which they put the medium. We discuss the implications of these findings for social inequality.     

Migration pattern in Bangladesh: a covariate-dependent Markov model

Internal migration is one of the major components of rapid and unplanned growth of towns and cities especially in the developing countries. This paper describes the transition pattern of internal out migration in Bangladesh and some sociodemographic factors influencing such migration in the country using a covariate-dependent Markov model. Four types of migration behavior namely, rural to rural, rural to urban, urban to rural and urban to urban are under consideration of this paper. Defining two discrete states, urban and rural, each of such transition can be characterized by a stochastic process; hence we use a two-state Markov chain for this purpose. We find that age, sex, division and reason of migration are significantly associated with internal migration in Bangladesh. The major findings include that any type of migration, rural to rural, rural to urban, urban to rural and urban to urban, mostly take place at the ages of 15–30 as well as at the ages of 0–15; females have higher odds than males to make a migration; Dhaka, Rajshahi and Chittagong divisions have remarkably higher migration rate as compared to Barisal and Sylhet division; and the professional reason is the main reason for rural to urban migration.     

Trade sophistication in developing countries: Does export destination matter?

We investigate whether exports to developed economies stimulate export sophistication (represented by UNCTAD’s index of export similarity) in developing countries. Results from fixed-effects estimations suggest that exporting to developed economies enhances the sophistication of exports in the exporting country but there are diminishing returns to this effect. We also find non-linear effects from FDI and income on export sophistication with the effect of income exhibiting diminishing returns which suggests that the gains from exporting to developed economies are higher for lower-income countries; i.e., as income increases, the gains taper off. We discuss the policy implications of these results.     

Unraveling the Relationship of Distress Levels Within Couples: Common Stressors, Empathic Reactions, or Crossover via Social Interaction?

Using structural equation modeling analyses weexamined the correlation in levels of depressionsymptoms within couples to determine whether theunderlying mechanism is due to common stressors,empathic reactions, or crossover via social interaction.The analyses were based on two waves of data collectionfrom a sample of 354 male Vietnam veterans, Era veterans(veterans who served elsewhere during the period of the Vietnam War), and nonveterans andfrom their wives or committed partners. The resultsdemonstrated that the correlation in depression symptomswithin couples is due primarily to common stressors and crossover via negative social interaction.Common stressful life events increase depression in bothspouses, and this in turn increases social undermining,which further increases depression.     

Dyadic Analyses of Preschool‐aged Children's Friendships: Convergence and Differences between Friendship Classifications from Peer Sociometric Data and Teacher's Reports

Peer sociometrics and teachers' friendship reports were compared in 2179 preschool dyads. One hundred twenty of 306 reciprocated friend dyads from peer sociometric data were also identified as good friends by their classroom teachers, and 301 of 600 of non‐reciprocated dyads in peer data were named as friends by one or both classroom teachers (overall kappa = .16). Friendship classifications from both peer and teacher data had significant relations with variables relevant to peer interactions, social skills, peer acceptance, and teacher‐rated scales (six of seven tests significant for peer data; five of eight significant for teacher data). Multilevel analyses indicated that friendship status effects were not qualified by classroom‐level differences. Findings suggest that sociometric tasks can identify preschoolers' peer friendships and that the range of correlates may be broader in peer‐choice data than in teachers' friendship evaluations.