Middle School as a Developmental Niche for Civic Engagement

The present study investigated how school climate, school connectedness and academic efficacy beliefs inform emergent civic engagement behaviors among middle school youth of color. These associations were examined both concurrently and longitudinally using a developmentally appropriate measure of civic engagement. Data were drawn from two subsamples of a larger study of social/emotional development in middle school (cross‐sectional sample n = 324; longitudinal sample n = 232), M = 12 years old, 46 % female, 53 % male. Forty‐two percent (42.2 %) of the sample self‐identified as African American, 19.8 % as Multiracial or Mixed, 19.4 % as Latino, 11.6 % as Asian American or Pacific Islander, 11.6 % identified as Other, and 5.2 % as Native American. The study tested and found support for a latent mediation model in which more positive perceptions of school climate were positively related to school connectedness, and this in turn, was positively associated with civic engagement; school climate was also positively associated with academic‐self‐efficacy beliefs, but such beliefs did not mediate the climate‐civic engagement association. Implications for future research and practice are discussed.     

A Question of Identity: Mirrors as a Tool for Self-Reflection

Having a strong sense of self can be a protective factor in resisting peer pressure and involvement in negative behaviors and a determining factor in the formation of one’s coping skills and resiliency to life’s challenges. This qualitative pilot study of high school freshman students (N = 337) consisted of responses to an exhibition of mirrors decorated around the question of identity. The four themes revealed in students’ self-reflection were: (a) image of self, positive or negative; (b) multiple self(ves); (c) embodied hope; and (d) lack of identity. Results indicated that mirrors have the potential to create connections on sensitive issues and concerns and that mirrors aid in the process of self-reflection. Discussion of the results, limitations, and areas for future research are addressed.     

Dissimilarity cumulation as a procedure correcting for violations of triangle inequality

Dissimilarity on a finite set is a function that assigns to every pair of points (stimuli) a nonnengative number vanishing if and only if the two points are identical. For any two points in a finite set, the minimum of the length of all finite chains connecting these points is a quasimetric (i.e., it satisfies all metric axioms except for symmetry). The computation of the quasimetric from a dissimilarity can be viewed as a data-analytic procedure of “correcting” dissimilarities into (quasi)distances, an alternative to nonmetric Multidimensional Scaling: the procedure simply replaces the dissimilarity between any two points with the shortest length across all chains of points connecting them. It is shown in this paper that this procedure can be equivalently described as a series of recursive corrections for violations of the triangle inequality across all triples of points considered in an arbitrary order.