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Descriptors:
Adolescents; Foreign Countries; Social Control; Democracy; Young Adults; Political Power; Activism; Citizen Participation; Advisory Committees; Qualitative Research; Politics; Criticism; Socialization

Abstract:
This article provides a critical examination of a common form of adult attempts to promote civic engagement among young people, namely, youth advisory councils. While youth councils have been widely celebrated as an effective way to integrate young people into political processes, little research has explored why some politically active youth choose to leave, or refuse to join, youth councils. Based on two qualitative studies of politically active teens throughout North and Latin America, the authors argue that teenage activists possess valuable dissident knowledge of, and critical perspectives on, the potential for youth advisory councils to promote youth political power. We argue that young activists understand democracy in ways that are fundamentally different from that offered to them by youth councils. Youth activists put forth a theory of democracy that emphasizes authority and impact, not just voice; they understand democracy as representing collective concerns and perceive youth councils as elitist and nonrepresentative; and they emphasize the value of controversy and contentious politics while expressing anxiety that youth councils can function as modes of social control that tame and channel youth dissent, rather than opportunities to foster youth political power. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Biographies; Seminars; Parent Child Relationship; Daughters; Mothers; Feminism; Adolescents; Life Style; Politics; Consumer Economics; Friendship; Social Networks; Risk; Psychological Patterns; Futures (of Society); Social Class

Abstract:
This paper arose through a chance meeting between the two authors who are feminist mothers of teenage and 20 years plus daughters. We were attending an Economic and Social Research Council-funded seminar focusing on "new femininities" in the light of post-feminism and their worth and currency within the new politics of consumption and lifestyle. The seminar contributions resonated for us in two ways. Firstly, we have an interest in femininities, female friendships and how current understandings of these social bonds are being reconceptualised. Secondly, and on a personal note, we were increasingly aware that the seminar discussions framed within the landscape and biographies of risk and hope chimed with the ways our own daughters were currently playing out and negotiating their futures. How do we view the apparent contra-trajectory taken by our daughters who, unlike us, less concerned about seeing education as a ladder to "getting on", seemed intent on "down classing" in their various and successive "choices" of educational pathways and boyfriends? In making sense of shared anxieties, our concerns coalesced around the personal, the familial and, in particular, the maternal relations. It is these inter-generational tensions entangled with the emotional politics of class that are the focus of this paper. (Contains 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Human Capital; Educational Attainment; Outcomes of Education; Cost Effectiveness; Education Work Relationship; Health; Child Health; Spouses; Infant Mortality; Mortality Rate; Birth Rate; Parent Background; Cognitive Development; Psychological Patterns; Efficiency; Work Environment; Lifelong Learning; Citizen Participation; Civil Rights; Politics; Poverty; Crime; Conservation (Environment)

Abstract:
This paper estimates the effects of human capital skills largely created through education on life's chances over the life cycle. Qualifications as a measure of these skills affect earnings, and schooling affects private and social non-market benefits beyond earnings. Private non-market benefits include better own-health, child health, spousal health, infant mortality, longevity, fertility, household efficiency, asset management and happiness. Social benefits include increased democratisation, civil rights, political stability, reduced crime, lower prison, health and welfare costs, and new ideas. Individual benefits enhance community-wide development. New "narrow" social rates of return using UK Labour Force earnings correct for institutional costs, longitudinal trends and ability. The paper's objective, however, is to estimate these earnings plus non-market outcomes comprehensively without overlaps and also relative to costs. Non-market outcomes are measured by averaging regression coefficients from published studies that meet scientific standards. New UK "narrow" social rates of return average 12.1 per cent for short-cycle and 13.6 per cent for bachelor's programmes. Augmented with non-market effects on life chances, they are over twice that. Short degrees are found effective for regional development and have potential for developing countries. (Contains 2 figures, 3 tables, and 9 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Standard Setting (Scoring); Criterion Referenced Tests; Benchmarking; Student Evaluation; College Bound Students; Student Placement; Racial Segregation; Politics; Social Environment; Educational History; Attitudes; Foreign Countries

Abstract:
Criterion-referenced assessments have become more common around the world, with performance standards being set to differentiate different levels of student performance. However, use of standard setting methods developed in the United States may be complicated by factors related to the political and educational contexts within another country. In this article, experience gained from conducting several standard setting studies in South Africa is shared. The legacy of the apartheid era, in which segregation and discrimination were institutionalized, affects the attitudes of South Africans toward assessment and placing students into performance levels. These issues played out as panelists were asked to make judgments related to students' likely performance in higher education. Although the instantiation of panelists' reluctance to label students may be different in South Africa compared to the United States or other countries, lessons can be learned about how the effects of these beliefs and anxieties may be addressed during standard setting activities. (Contains 1 figure, 3 tables and 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Federal Government; Legislators; Federal Legislation; Constitutional Law; Debate; Rhetoric; Voting; Civil Rights; Females; Feminism; United States History; Race; Immigrants; Politics

Abstract:
Through its analysis of the rhetorical means by which the US Congress overcame jurisdictional objections to federal action on the issue of woman suffrage, this essay argues that the stasis of jurisdiction operates as a mode of assemblage of discourses, institutions, and populations. In Congress, the woman suffrage issue helped re-organize federal and state prerogatives over the management of racial and ethnic relations at home and US leadership abroad. Thus, from a governmental perspective women did not emerge as constituents but as tools of public policy. As a legislative precedent, the 19th Amendment debates prompt critical attention to the particular constraints that the discourses of state institutions pose for feminist political change. (Contains 84 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Politics; Social Indicators; Statistical Analysis; Research Problems

Abstract:
Political indicators are widely used in academic writing and decision making, but remain controversial. This paper discusses the problems related to the aggregation functions they use. Almost always, political indicators are aggregated by weighted averages or summations. The use of such functions is based on untenable assumptions (existence of homogeneous substitution rates, total compensation, and strict monotonicity). We show through concrete examples how these hidden assumptions are likely to produce results that are basically an artifact of ad hoc decisions, which additionally contradict very fundamental notions common to all credible political theories. We suggest, also through example, that some--necessarily partial--solutions are possible. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Decision Making; Nationalism; Politics; Preferences; Item Response Theory; Structural Equation Models; Factor Analysis; Predictor Variables; Measures (Individuals); Age Differences; Educational Attainment; Gender Differences; Trust (Psychology)

Abstract:
A crucial issue in the European Union (EU) is which policies should be regulated by EU and which ones by national governments. Given this situation it is interesting to study the citizens' preference for the level of political decision making. The interest of the paper is mainly empirical, which consists in the creation of a measure for supranationalism decision making from different measured policies and to study how personal variables affect the level of political decision. A combination of Item response theory (IRT) and structural equation modeling (SEM) will be used. IRT is useful to discover whether a cumulative scale for different policies exists, and SEM will be used as validity of the supranationalism scale. Multiple group Confirmatory Factor analysis taking into account invariance tests will be used to compare the differences within gender, age, education and political trust with supranationalism scale. A whole model combining all these predictors and the supranationalism scale can be done using multiple input multiple cause-MIMIC models. The application is based on Spanish data from the European Social Survey. Differences in education and age on the level of political decision making are found. The combination of IRT and SEM methods it of great interest in the case is the researcher wants to fulfill both goals, creating the construct for supranationalism and validation of the model. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Institutional Research; Higher Education; Change; Information Technology; Politics of Education; Skills; Politics; Familiarity

Abstract:
In reconsidering the three "tiers of institutional intelligence" needed for effective institutional research practice he first offered 20 years ago (Terenzini in "Res Higher Educ" 34:1-10, 1993), Terenzini suggests that those forms of intelligence retain their overall relevance today, but that they also require some important redefinition. The major changes deal with adapting to the dramatic transformations in information technologies and analytical power; greater awareness and responsiveness to the changing state, national, and international educational and political scenes; the need for more extensive familiarity with the research literature, and subtler and more savvy political skills. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Organizational Theories; Intellectual Disciplines; Economics; Business; Politics; Cultural Context; Community Role; Social Change; Sociology; Business Administration Education

Abstract:
This investigation will discuss the emergence of an economistical perspective among the dominant approaches of organization theory in the United States since the inception of "organization studies" as an academic discipline. It maintains that Contingency theory, Resource Dependency theory, Population Ecology theory, and Transaction Cost theory analyze predominantly for-profit organizations within the context of the current economic environment. It further holds that the political and cultural environments, as well as the role of communities, are widely neglected by the economistical perspective. The New Institutionalism departs from this line of thinking and offers an implicit critique. With this focus, this article addresses a sociology of knowledge theme and aims to account for this theoretical limitation by drawing on social developments in the American economy, in American politics, and in the academy. Finally, this study argues that the economization of organization studies is strongly supported by the increasing proliferation of American business schools. Here the science of organization studies has found its new institutional home. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Philosophy; Democracy; Community Schools; Participative Decision Making; Elementary Schools; High Schools; Special Needs Students; Public Schools; School Culture; School Organization; Politics; School Activities; Educational Environment; Residential Schools; Meetings; Behavior Disorders; Emotional Disturbances; Antisocial Behavior; Social Behavior; Severe Disabilities; Student Participation

Abstract:
Serious re-examination of participatory traditions of democracy is long overdue. Iconically central to such traditions of democratic education is the practice of whole School Meetings. More usually associated with radical work within the private sector, School Meetings are here explored in detail through two examples from publicly funded education, (1) Epping House School, a mixed residential primary/elementary school for students with severe emotional, social and behavioural difficulties and (2) secondary/high schools within the Just Community School movement in the USA. In addition to providing richly textured accounts of the multiple realities and challenges of pioneering overtly democratic practices such as School Meetings within the publicly funded sector of education substantial attention is paid to analytic engagement with the kind of organisational structures, practices and cultures that seem to play an important role in their successful operation and development. The different phenomenological and theoretical strands weaving their way through the texture of Meeting practices also raise a number of key issues within the fields of social and political philosophy, in particular, whether School Meetings are best understood as predominantly political or communal phenomena. In gesturing towards the philosophical groundwork of a satisfactory answer I argue for the importance of the undeservedly neglected notion of democratic fellowship within the lexicon of democratic polity and aspiration. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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