Contested Rights: The Pedagogy and Logistics of Hosting Constitution Day

Research in global education has turned toward global citizenship education and the fostering of a more critical reading of the tenets of “soft” global education laid out over four decades ago in Hanvey's (1976) “An Attainable Global Perspective.” Interested in skill building and informed application of concepts forwarded within critical approaches to global education, this article brings the NCSS C3 inquiry arc together with standards for Global Competence Education within social studies education. Using food insecurity as an example, the conceptualization provided demonstrates how coupling the C3 with the Global Competence standards creates a framework that social studies educators can use to prepare students to participate as informed, responsible, and critically minded change agents within complex and unequal global systems.     

Bonding to Youth Clubs and Delinquency

Youth clubs and their relationship to delinquency has received surprisingly little attention in the literature. The applicability of social bonding theory, a prominent sociological theory of delinquency, to the experiences of youth in their clubs is the primary focus of this research. The reliability and validity analysis of indices specifically created to assess club bonding suggest the legitimacy of this approach. Belief in the rules and the regulations of the club is found to be negatively correlated with delinquency. Surprisingly, weekly involvement in the club is found to be positively associated with delinquency. Implications for practice and/or intervention are discussed.     

Secure attachment and social and personality outcomes: The moderating role of emerging adults’ autobiographical memories of parents

Schema-congruent positive autobiographical memories of past experiences with parents, a legacy of secure attachment, may operate jointly with secure attachment to predict social and personality outcomes. The current study examines the moderating role of emerging adults’ autobiographical memories of parents on the relations between maternal and paternal attachment and self-regulation, personal distress, and pathological narcissism. Undergraduates (N = 156, 66.7% female, 53.2% White, M_age = 19.3) completed a battery of measures assessing secure attachment, self-regulation, personal distress, and pathological narcissism (vulnerable and grandiose). Participants were instructed to recall brief autobiographical memories of experiences with their parental figures. Later, they were asked to name the primary emotion associated with each memory. These emotions were coded as positive, negative, or neutral in valence. For the final analysis, a positive emotion index was constructed by subtracting the number of negative memories from the number of positive memories. Regression models simultaneously examining four outcomes (self-regulation, personal distress, and vulnerable and grandiose narcissism) were examined for both female and male parental figures. Interactions between secure attachment and positive memories were only significant for maternal model outcomes. Secure attachment was positively related to self-regulation, and negatively related to personal distress and vulnerable narcissism, when more relative positive memories were recalled. Taken together, this study provides support for the continued influence of secure attachment on social and personality outcomes in emerging adulthood. Further, this influence of secure attachment appears buttressed by readily accessible positive (relative to negative) memories of female attachment figures.