scholarly journals Introduction

2018 ◽  
Vol 11 (2) ◽  
pp. 1-16
Author(s):  
Edward Fergus ◽  
Juwan Bennett
Keyword(s):  
Connective Tissue ◽  
Empirical Work ◽  
Latino Males ◽  
Special Issue ◽  
School To Prison Pipeline ◽  
Boys Of Color ◽  
Black And Latino

The conversation on the school-to-prison pipeline among boys of color is complex and involves understanding how the 4 C’s— classroom, cops, courts, and community— interface to create a pipeline. However, what has been underconceptualized is whether and how notions of masculinity and boyhood that emerge within these institutions may operate as an invisible connective tissue across these institutions. In other words, the manner in which the bodies of Black and Latino males are viewed, interacted with, and treated within these institutions provides a rationalizing frame for how the actions within institutions occur. In this special issue, we theorize that, to understand the ways in which the school-to-prison pipeline operates for boys of color, there needs to be theoretical exploration through empirical work of what notions of masculinity are promoted and detracted within these institutions during boyhood. This interdisciplinary special issue of Boyhood Studies provides a conceptual exploration of how male bodies of color are constructed within and across these institutions, e.g., suspensions (schools), arrests (police), sentencing (courts), and violence (communities) in order to establish the pipeline as concretized through “normative” or oppressive notions of masculinity and boyhood.

scholarly journals Parents and Peers in Child and Adolescent Development: Preface to the Special Issue on Additive, Multiplicative, and Transactional Mechanisms

Children ◽  
2021 ◽  
Vol 8 (10) ◽  
pp. 831
Author(s):  
Amanda W. Harrist ◽  
Michael M. Criss
Keyword(s):  
Children And Adolescents ◽  
Adolescent Development ◽  
Emotional Development ◽  
Conceptual Models ◽  
Empirical Work ◽  
Social And Emotional Development ◽  
Review Of The Literature ◽  
Special Issue ◽  
Social And Emotional ◽  
Relational Contexts

Parents and peers play critical roles in the socialization of children and adolescents, yet investigations on the role played by parents vs. peers have been largely separate for many years. To address this problem, we invited leading scholars in the field to collectively tell a complex story of the part that parents and peers together play in the development of children and adolescents. The resulting Special Issue is a collection of papers highlighting current conceptualizations and empirical work in this area, with a focus on additive, multiplicative, and transactional mechanisms that link parent and peer relational contexts to each other and to child/adolescent social and emotional development. Two papers present new conceptual models, six illustrate empirical work in the field, and one paper that provides a comprehensive review of the literature. The stories that are conveyed in the issue are both innovative and complex.

Collective dimensions of leadership: Connecting theory and method

2020 ◽  
Vol 73 (4) ◽  
pp. 441-463 ◽  
Author(s):  
Sonia M Ospina ◽  
Erica Gabrielle Foldy ◽  
Gail T Fairhurst ◽  
Brad Jackson
Keyword(s):  
Empirical Work ◽  
Special Issue ◽  
Collective Leadership ◽  
Introductory Article

In this introductory article we explain the impetus for creating the Special Issue, along with its goals and the process by which we created it. We present a map of the terrain of collective leadership (CL) that builds on earlier frameworks, recognizing that the terrain is expanding and has become increasingly difficult to traverse. The map is comprised of two axes or dimensions. The first axis, the ‘locus of leadership,’ captures how scholars conceptualize where to look for manifestations of leadership. That is, does the leadership reside in the group or does it reside in the system? The second axis is the view of ‘collectivity’ that plots how scholars conceptualize the collective. Do they see it as an empirical type of leadership or a theoretical lens through which to study leadership? We then plot distinctive CL research into four cells, providing definitions and references to empirical work emblematic for each cell. In introducing and summarizing each of the five articles we have selected for this Special Issue, we show where each of these is located on the CL research map, and distil how each provides a clear connection between theory and method in a way that advances our understanding of CL.

‘It’s more than just mentoring’: critical mentoring Black and Latino males from college to the community

2018 ◽  
pp. 1-19 ◽  
Author(s):  
Derrick R. Brooms ◽  
William Franklin ◽  
Jelisa S. Clark ◽  
Matthew Smith
Keyword(s):  
Latino Males ◽  
Black And Latino

scholarly journals The Macroeconomics of Corporate Debt

2020 ◽  
Vol 9 (3) ◽  
pp. 656-665 ◽  
Author(s):  
Markus Brunnermeier ◽  
Arvind Krishnamurthy
Keyword(s):  
Corporate Finance ◽  
Empirical Work ◽  
Household Finance ◽  
Important Research ◽  
Special Issue ◽  
Corporate Financing ◽  
Editorial Decision ◽  
The 2008 Financial Crisis ◽  
New Research ◽  
Macroeconomic Implications

Abstract The 2020 COVID-19 crisis can spur research on firms’ corporate finance decisions and their macroeconomic implications, similar to the wave of important research on banking and household finance triggered by the 2008 financial crisis. What are the relevant corporate finance mechanisms in this crisis? Modeling dynamics and timing considerations are likely important, as is integrating corporate financing considerations into modern quantifiable macroeconomics models. Recent empirical work, including articles in this special issue, on the drag from debt in the COVID-19 crisis provides a first glimpse into the new research agenda. (JEL E22, E44, G32, G33) Received July 23, 2020; editorial decision: July 23, 2020 by Editor Andrew Ellul

scholarly journals Studying micro dynamics in civil wars: introduction

2019 ◽  
Vol 8 (2) ◽  
pp. 151-159 ◽  
Author(s):  
Roos Haer ◽  
Johannes Vüllers ◽  
Nils B. Weidmann
Keyword(s):  
Civil Wars ◽  
Empirical Work ◽  
Special Issue ◽  
Sovereign State ◽  
Diverse Range ◽  
Individual Level ◽  
Peace And Conflict Studies ◽  
Scientific Potential ◽  
Micro Level ◽  
The Individual

AbstractThis article introduces the special issue on the micro-level dynamics of civil wars. Until recently, most empirical work on these conflicts and their consequences has focused on the level of the sovereign state. In contrast, a micro-level approach is categorized by three distinct—albeit intertwined—features: a disaggregation by actors, time and space, interdisciplinarity, and the reliance on a set of different methods for the collection of data. The contributors to this special issue illustrate different approaches to the study of micro-level dynamics. The first part of the Special Issue provides new insights into the international level of civil war affects local conflict dynamics. The second part of the Special Issue is focused on the dynamics occurring at the group and the individual level. The diverse range of contributions to this Special Issue not only illustrate the scientific potential of the individual approaches to micro dynamics of armed conflict, but also the more general contributions that this kind of approach can offer to peace and conflict studies.

Rigor restricted: Unequal participation in advanced placement

2020 ◽  
Vol 102 (4) ◽  
pp. 30-34
Author(s):  
Suneal Kolluri
Keyword(s):  
United States ◽  
High School ◽  
Advanced Placement ◽  
The United States ◽  
Urban High School ◽  
Marginalized Students ◽  
Latino Boys ◽  
Advanced Placement Programs ◽  
Boys Of Color ◽  
Black And Latino

Although participation in Advanced Placement programs has been expanding rapidly across the United States, participation among marginalized students generally, and boys of color in particular, has remained lower than for other students. In his observations at an urban high school, Suneal Kolluri found that, if they were going to put in the work required in these classes, Black and Latino boys needed to feel connected to the teachers and the curriculum. Some signed up for AP classes because they liked the teachers, but when they got the impression that those teachers didn’t believe in them, they disengaged. In addition, they didn’t see the value of the content presented in AP classes. Although teachers and counselors tried to motivate them by explaining that it would prepare them for college, the students were unconvinced that they needed this help.

scholarly journals Introduction to special issue: ‘Life history and learning: how childhood, caregiving and old age shape cognition and culture in humans and other animals’

2020 ◽  
Vol 375 (1803) ◽  
pp. 20190489
Author(s):  
Alison Gopnik ◽  
Willem E. Frankenhuis ◽  
Michael Tomasello
Keyword(s):  
Life History ◽  
Old Age ◽  
Developmental Psychology ◽  
Human Life ◽  
Empirical Work ◽  
Reproductive Rate ◽  
Special Issue ◽  
Wide Range ◽  
Cognition And Culture ◽  
High Level

This special issue focuses on the relationship between life history and learning, especially during human evolution. ‘Life history’ refers to the developmental programme of an organism, including its period of immaturity, reproductive rate and timing, caregiving investment and longevity. Across many species an extended childhood and high caregiving investment appear to be correlated with particular kinds of plasticity and learning. Human life history is particularly distinctive; humans evolved an exceptionally long childhood and old age, and an unusually high level of caregiving investment, at the same time that they evolved distinctive capacities for cognition and culture. The contributors explore the relations between life history, plasticity and learning across a wide range of methods and populations, including theoretical and empirical work in biology, anthropology and developmental psychology. This article is part of the theme issue ‘Life history and learning: how childhood, caregiving and old age shape cognition and culture in humans and other animals’.

School-Imposed Labeling and the School-to-Prison Pipeline

2018 ◽  
Vol 11 (2) ◽  
pp. 131-148 ◽  
Author(s):  
L. Trenton S. Marsh
Keyword(s):  
Teacher Perceptions ◽  
Charter School ◽  
Legal System ◽  
Academic Ability ◽  
Limited Participation ◽  
School To Prison Pipeline ◽  
Socially Constructed ◽  
Criminal Legal System ◽  
And Behavior ◽  
Black And Latino

Historical, socially constructed notions of Black and Latino masculinity, mis/labeled behavior, punitive policies (e.g., suspension) and practices (e.g., school-imposed labeling) lead to disproportionate rates of dropout in urban US schools, continued involvement in the criminal legal system, and a limited participation in society. This article argues that school-imposed labeling—affixing a category or descriptor on a student to signal a shorthand message to others about a student’s academic ability and behavior—is symbolically violent (Bourdieu). By examining unofficial labels, punitive structures, and teacher perceptions of labeled students, I explored school-imposed labeling as a form of “normalized” practice that impacts Black and Latino males who attend an urban charter school with a “no excuses” orientation.

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