Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This study examines appropriate circumstances for, and modes of, cooperation between Track One (official, governmental) diplomacy and Track Two (unofficial, non-governmental) conflict resolution initiatives addressing international conflicts. The paper describes complementary strengths of governmental and non-governmental approaches to conflict resolution, and circumstances when these approaches might effectively cooperate with each other. Cooperation is not an end in and of itself, but should be used to the extent that it helps improve an overall peace process by bringing to bear the strengths of both official and unofficial activities. Modes of cooperative interaction are outlined, including communication, coordination, cooperation, and collaboration. Communication involves information sharing relevant to planning conflict resolution initiatives. Coordination involves adjusting plans for conflict resolution initiatives in light of other activities. Cooperation involves supporting each other's conflict resolution initiatives in concrete ways. Finally, collaboration involves working together on joint initiatives. Each of these modes of cooperation have their own strengths and weaknesses and are appropriate in different circumstances. Based on this research, practical improvements in government-ngo cooperation are suggested, with a focus on US-based conflict resolution initiatives.

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: ABSTRACT

Tracking and locating respondents for longitudinal studies is an integral part of the survey enterprise. Research organizations call upon a variety of tools and methods for keeping in touch with respondents between interviewing waves and for locating respondents who move or who are difficult to find. For example, research organizations may send tracking/reminder letters in preparation for a later wave of interviewing. Researchers also contact friends and relatives of respondents to ask them for updated contact information. Additionally, until the 2001 passage of the Gramm, Leach Bliley Act, many research organizations were able to use credit bureau databases that were excellent sources for locating difficult-to-reach respondents. Since 2001, many restrictions have been placed on the use of financial services data to locate study participants. Two credit bureaus (Experian and Transunion) established separate databases that do not include information from financial services institutions so that these databases can still be accessed by most research firms.

This paper draws upon data from two, four-year studies and reports on the effectiveness of these newly established credit bureau databases and inter-wave tracking mailings on telephone survey completion rates. We use data from one full survey year for each of the studies. We have consistently reached a 75 percent completion rate for all completed waves of interviewing.

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Job quality in the United States is attributable to numerous factors, including human capital. Human capital, however, is often narrowly defined as the number of years of education or the highest degree attained. Labor market researchers have invested extensive research that either supports or challenges human capital theory without consulting the Sociology of Education literature which clearly illustrates how human capital is developed. Sociology of Education researchers have illustrated that the quality of education varies depending on students’ academic track placement in secondary school. We integrate the Sociology of Education literature by examining the relationship between academic track in secondary school and postsecondary labor market outcomes. We pursue this research using the National Education Longitudinal Study, 1988-2000. We find that academic track is associated with job quality, independent of the quantity of education attained.

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: For decades social scientists have been interested in how education contributes to the reproduction of social order. This paper examines the existing body of literature on the social psychological dimensions of the relationship between race and school tracking - the practice of grouping students of similar abilities for instruction. The literature suggests that social inequality exist in American schools, due in part to the practice of educational tracking with race as a key factor. More often than not, it is the already marginalized minority and lower SES students who suffer most from the negative effects of ability grouping and consequent social reproduction.
The antecedents and consequences of the relationship race and school tracking will be discussed from a macro level perspective (namely, social reproduction, institutional racism, and standardized testing) and from a micro level perspective (namely, family background, social capital, and assessments by counselors and teachers). In addition, the short and long-term consequences for academic success and life course outcome will be discussed.
After reviewing the literature, the author assesses the limited amount of research in which the social psychological dimensions of race and tracking are examined, and will suggest areas where further research is needed. Despite ideological beliefs and efforts to make education an equalizer, the educational ‘sorting machine’ started years ago will continue to run and produce the same results, further reproducing the hierarchy of inequality that exists in our schools and society.