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Descriptors:
Foreign Countries; Early Adolescents; Late Adolescents; Educational Attainment; Influences; Socioeconomic Status; Family Income; Welfare Services; Mothers; Age; Sex; Relocation; Attention Deficit Hyperactivity Disorder; Behavior Disorders; Family Relationship; Mental Health; Predictor Variables; Hierarchical Linear Modeling

Abstract:
This paper explores the relative importance of social factors and health measures in predicting educational achievement in early and late adolescence using population-based administrative data. The sample was made up of 41,943 children born in Manitoba, Canada between 1982 and 1989 and remaining in the province until age 18. Multilevel modeling nests each individual (level 1) within a family (level 2) residing within a neighborhood (level 3). Most important in predicting adolescent achievement were a broad socioeconomic status index (and a narrower measure of household income), being on social assistance, mother's age at first birth, gender, residential mobility, the presence of ADHD/Conduct disorders, and measures of family functioning (child taken into care or offered protection services and family structure history). Family size, birth order, and newborn characteristics (birthweight, APGAR, gestational age) were statistically significant but of little importance in explaining the outcomes. Both examining regression coefficients and systematically omitting variables showed social factors (often emphasized by epidemiologists) to have markedly greater effects than the combination of health measures (often stressed by economists) in predicting achievement. However, mental health in childhood is identified as among the important predictors. Record linkage across population datasets from health, education, and family services ministries allowed: tracking health and educational attainment at different times in a child's life, following a large number of cases across childhood, considerable sensitivity testing, controlling for unmeasured family and neighborhood effects, generating an extensive list of predictors, estimating effect sizes, and comparing Manitoba results with those of well-known American studies. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Community Change; Relocation; Grade 12; Mathematics Teachers; Social Justice; Mathematics; Mathematics Education; Mathematics Instruction; Housing; Debt (Financial); High School Students

Abstract:
Displacement was part of students' realities--gentrification in North Lawndale (a Chicago community), deportation in Little Village, and foreclosures in both. The author started the unit in his 12th-grade "math for social justice" class by telling the story (with family permission) of Carmen, a student in his class. Her grandmother paid off her North Lawndale mortgage years before but, because of rising property taxes and a leaking roof, took out a subprime (adjustable) home equity loan. When the rate set upwards, she lost the house. To study displacement, students initially learned discrete dynamical systems (DDS). The author started by teaching students to use a DDS to model an interest-bearing savings account and gave them an assignment to put their knowledge to use. In the second part of the unit--immigration and deportation--students investigated the complicated role of the U.S. government and NAFTA in displacing Mexican farmers from their land to the "maquiladoras" along the U.S.-Mexico border, and eventually to South Lawndale--where displacement for unauthorized migrants does not just mean out of the neighborhood, but out of the country itself. These units were based on interconnected mathematical and political analyses. In the author's view, this provides a basis for multiracial solidarity, which will be needed in order to "read and write the world--with and without mathematics." Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Adolescents; Relocation; Anxiety Disorders; Intimacy; Friendship; Correlation; Longitudinal Studies; Withdrawal (Psychology); Peer Relationship; Interpersonal Competence; Role

Abstract:
Research indicates social anxiety is associated with lower friendship quality, but little is known about the underlying mechanisms. This 2-month longitudinal study examined social withdrawal as a mediator of the social anxiety-friendship quality link in a sample of 214 adolescents (M[subscript age] = 13.1 years, SD = 0.73) that included an oversampling of adolescents recently relocated to the community (n = 155). Findings provided preliminary support for the hypothesized models, in which social anxiety is associated with social withdrawal, which in turn is related to lower companionship and intimacy in adolescents' friendships. Analyses testing whether relocation to a new community intensifies these associations indicated additive, but not multiplicative, effects of social anxiety and relocation on friendship companionship and intimacy. Implications include the importance of increasing socially anxious youths' social engagement and skills with friends as well as with less familiar peers. (Contains 2 tables, 2 figures, and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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American Indians; Grandparents; Path Analysis; American Indian Reservations; Relocation; Cultural Background; Cultural Influences; Longitudinal Studies; Foreign Countries; Indigenous Populations; Intergenerational Programs; Trauma

Abstract:
This research uses life course perspective concepts of linked lives and historical time and place to examine the multigenerational effects of relocation experiences on Indigenous families. Data were collected from a longitudinal study currently underway on four American Indian reservations in the Northern Midwest and four Canadian First Nation reserves where residents share a common Indigenous cultural heritage. This article includes information from 507 10- to 12-year-old Indigenous youth and their biological mothers who participated in the study. Results of path analysis revealed significant direct and indirect effects whereby grandparent-generation participation in government relocation programs negatively affects not only grandparent-generation well-being but also ripples out to affect subsequent generations. (Contains 2 figures, 3 tables, and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Labor Turnover; Decision Making; Classification; Comparative Analysis; Anxiety; Conflict; Relocation; Salaries; Responsibility; Working Hours; Family Work Relationship; Promotion (Occupational)

Abstract:
We interviewed and classified 186 quitters from many jobs and organizations via a theoretically-based protocol into five decision process types. We then tested exploratory hypotheses comparing users of these types on their propensity to report certain turnover reasons and turnover shocks. "Impulsive-type quitters," with neither a job offer in hand nor turnover plan when they quit, reported poor management, work stress, and family demands as frequent turnover reasons, with manager conflicts and family events as frequent shocks. "Comparison quitters," who had a job offer in hand and no plan, reported pay and advancement opportunities as top reasons with information about an alternative job being the most frequent shock. "Preplanned quitters," who had a definite plan to quit well in advance, reported relocation and life/career changes as frequent reasons, with increasing family demand, relocation, and school starting as frequent shocks. "Satisficing quitters," who made a plan conditional on getting an acceptable job offer, reported pay, poor management, work responsibilities, and work schedules as frequent reasons. Implications of these and other findings are discussed. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Housing; Urban Areas; Preferences; Municipalities; Rural Environment; Rural Population; Rural Economics; Economic Factors; Surveys; Predictor Variables; Population Trends; Relocation; Urban to Rural Migration; Residential Patterns; Rural Urban Differences; Rural Areas; Longitudinal Studies

Abstract:
One of the most pressing questions in the rural gentrification literature is whether rural residents face difficulties in finding a home within their locality due to the influx of more wealthy newcomers. In this paper, we investigate the extent to which intended local movers and intended non-local movers have realised their rural residential preferences in their preferred municipality. We perform multilevel multinomial logistic regression analysis on data from two housing surveys for the Netherlands that are enriched with register data from the longitudinal Social Statistical Database (SSD). Our results show that, despite of their lower income, intended local movers are more likely to find homes within their preferred rural location than are intended non-local movers. Intended non-local movers move more often to a location other than that initially preferred, with urbanites facing a higher likelihood to move to an urban area. The findings suggest that ties to the residential environment are more important in successfully finding housing in one's preferred rural location than are financial resources. (Contains 5 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Professional Associations; Conferences (Gatherings); Indigenous Populations; Rhetoric; Writing (Composition); Intellectual Disciplines; Story Telling; Theories; Geographic Location; Land Settlement; Refugees; Relocation; Power Structure; Empowerment

Abstract:
This is a written version of the address that Malea Powell gave at the Conference on College Composition and Communication (CCCC) Convention in St. Louis, Missouri, on Thursday, March 22, 2012. This address is a collection of stories. According to her, stories take place. Stories practice place into space. Stories produce habitable spaces. She points out that the discipline founds itself at the heart of the narrative of modernity, and it is deeply mired in the muck of the logic of coloniality. The discipline marks its origins in precisely the same way--and in the same moment--as the colonial matrix of power--in the Renaissance's reinvention of classical Greece and its own middle ages, a reinvention necessary for empire. People in the discipline are part of it, they are part of maintaining it, and now, she believes, they must be part of de-linking and de-chaining those discourses from their imperial designs. When the author is talking about decolonizing the discipline, its scholarship, and its teaching, she is talking about the actual students in the classrooms--their bodies, how their bodies are marked and mobilized in dominant culture, their language and how their language is represented in dominant culture, their lives and how their lives are denigrated as not quite good enough without the fix of Western literacy instruction, how so many of them in the discipline believe students should be "saved" from their lowly, savage lives. Here, the author is talking about making space for them to create tools that will make it possible for them to see the real options open to them--to understand the press of Western fixations with print literacy as not personal, not about each of them at all, but as forces, discourses, they can negotiate, as decisions they can make, and giving them the opportunity to practice that decision-making in their writing classrooms and in their discipline as future valued colleagues. She encourages everyone in the organization to do the thing that they do best--research, teach, mentor, administer in all the inventive and visionary ways that they all say they know how to do better than anybody else--but it must be done in the service of a decolonized, multivocal knowledge world. (Contains 30 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:
Food; Adult Learning; Ideology; Agricultural Production; Social Justice; Whites; Middle Class; Learning Processes; Power Structure; Group Behavior; Social Change; Politics of Education; Environmental Education; American Indian History; Relocation; American Indians; Acculturation; Cultural Maintenance; Ceremonies; Holistic Approach; Nontraditional Education

Abstract:
This paper examines how two sites of adult learning in the food movement create educational alternatives to the dominant U.S. food system. It further examines how these pedagogies challenge racialised, classed and gendered ideologies and practices in their aims, curricular content, and publically documented educational processes. The first case is Growing Power, an urban farm which embraces small scale capitalism and vocational education as an end toward community food security, social and ecological justice, and anti-racist education. The second case, Tsyunhehkw[superscript caret], is the "integrated community food system" of the Oneida Nation in rural Wisconsin, centred on cultural decolonisation through the growing and eating of traditional Oneida foods. In both these projects, there are strong possibilities to teach a critical, social justice alternative to white, middle class norms and practices of food production and consumption. 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:
Youth; Undocumented Immigrants; Video Technology; Community Organizations; Presidents; Higher Education; Relocation; College Students; Immigration

Abstract:
When President Barack Obama announced that he would direct the Department of Homeland Security to grant deferred deportation and a work permit for two years to undocumented immigrant youth who meet certain criteria, he renewed hope for a better future for a million young people. Lauren Burke, an adjunct law professor at Brooklyn College of Law and a counselor at the community organization, Atlas: DIY, says it's not surprising that there has been so much miscommunication about the president's deferred action program. To remedy this, Atlas: DIY has started a series of YouTube videos for young people who don't have access to legal help and a Tumblr account to provide support for Development, Relief, and Education for Alien Minors (DREAM) Act youth and is organizing a deferred action reunion this fall to connect those who have been approved with prospective applicants. With Obama back in office, students and activists are much more confident that deferred action status won't be swiped away and a more permanent solution will come. 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:
Academic Aspiration; Enrollment Influences; College Applicants; Enrollment Trends; College Choice; Geographic Regions; Relocation; Academic Achievement; Foreign Countries

Abstract:
This paper examines the choices and destinations of prospective university students from three regional areas in Victoria. The study is based on information collected for tertiary applicants in the Gippsland, Bendigo and Mildura areas, all of which host a local university campus. Using application and enrollment data, we examine the choices that regional applicants express, and the decisions they ultimately make. In particular, we consider influences at each stage from application to offer, acceptance and then enrollment. Our findings highlight the extent of unfulfilled university aspiration in the regions and its causes. Between the aspiration and decision to undertake university study lie many impediments. The study found an overall preference for regional university applicants to relocate to study. Applicants' preferences were mediated by demographic and educational factors, in particular school sector. The extent and diversity of local course options also influenced applications, with local courses preferred when they were available. Although most applicants did receive a university offer, many in the lower achievement range received no offer, indicating that there remains substantial unmet demand. Educational achievement also affected the likelihood of converting an offer to an enrollment. Applicants who succeeded in securing a local university place were the most likely to accept their offer and enroll in the following year. Relocation was found to be highly correlated with deferment or non-enrollment, particularly for the Mildura cohort, underlining the ongoing impact of distance. These findings suggest a need to rethink university provision and support models to increase the participation rates of regional students. Applications to relocate for study by cohort are appended. (Contains 2 tables, 2 charts and 3 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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