Workshops on Real World Writing Genres: Writing, Career, and the Trouble with Contemporary Genre Theory

My article reports on an annual series of workshops I launched as director of my writing center. This ongoing initiative, titled Workshops on Real World Writing Genres, aims to introduce undergraduates to genres they will practice in their prospective careers. It is part of a larger effort at the University of Toronto to support students as they think ahead to life beyond their degrees. Drawing on material from workshops covering print journalism, law, public policy, medicine, and fiction, the article reflects on how well our theoretical presuppositions about genre help us prepare students to apply in their professional lives those critical thinking skills we seek to foster in our teaching. By regarding all knowledge as socially situated, contemporary genre theory has raised doubts about the capacity of our students to transfer even knowledge from one context to another. Insofar as genre theorists focus on the social creation of meaning, their account of genre, like their account of knowledge, must, I argue, remain incomplete. An exclusive focus on writing as social practice reflects a problematic division of labor in the academy between the sciences on the one hand and the social sciences and humanities on the other. The notion of writing as radically situated has always posed a problem for writing centers, since we do not typically find ourselves situated in the same communities of practice as our students. The recent interest in transfer in writing center scholarship reflects a promising shift towards a vision of the disciplines as interconnected.University Writing Cente

Disaggregating the Impacts of Welfare Reform: Reflections on Five Studies

The five papers in this symposium advance the vital task of disaggregating the impacts of welfare reform. Four report differences across groups defined by location (rural or urban), types of TANF-eligible family, type of family structure, and race and ethnicity. The fifth reports few differences across race and ethnic groups. As our experience with TANF-style welfare grows and opportunities arise to reshape it, policy makers need to understand whether its impacts differ among subgroups, and why any differences exist. These studies provide useful points of departure for future research on these important policy issues.Need; Needs; Policy; Race; Welfare

Teenage Expectations and Desires about Family Formation in the United States

Using data collected in 2000 on a racially and ethnically diverse sample of high school seniors (typically 17-18 years old), this study analyzes teenagers' expectations and desires about marriage, having children, and becoming unwed parents. The study is the first to examine all six outcomes with a common conceptual framework and data set. The conceptual framework combines family context, opportunity cost, and social-psychological perspectives. Each perspective has predictive power. Race, ethnicity, gender, type of religious upbringing, parental education, and parental expectations for their child's education are aspects of family context that consistently show significant relationships with expectations and desires. Adolescents with higher opportunity costs - as indicated by having better grades and higher expectations and aspirations for their schooling - expect and desire to marry and have children at older ages. This finding should be regarded cautiously because there is reason to think that opportunity costs and the outcomes are jointly determined. There is modest empirical support for the social-psychological element of the framework. The study investigates several explanatory variables not considered in previous research - Native American ethnicity, believing in a non-western religion, self-esteem and locus of control - and finds some to be important predictors of expectations and desires about family formation.Family formation, marriage, childbearing, nonmarital childbearing

Do Children from Welfare Families Obtain Less Education?

This study estimates the relationship between parental welfare receipt and children’s adulthood educational attainment. Data come from the Panel Study of Income Dynamics. Cross-sectional regression results confirm findings from previous studies that greater parental welfare receipt is significantly associated with children’s poorer educational attainment. Fixed-effect regressions indicate that the relationship between parental welfare receipt and children’s educational outcomes becomes weaker after controlling for unobserved family characteristics, but they do not eliminate the negative relationship. The relationship between parental welfare receipt and children’s educational attainment is not uniform across childhood stages. Additional analyses suggest that parental welfare receipt is not negatively related to educational attainment if combined with at least quarter-time work by the mother.

Instrument selection: The case of teenage childbearing and women's educational attainment

Recent research has identified situations in which instrumental variables (IV) estimators are severely biased and has suggested diagnostic tests to identify such situations. We suggest a number of alternative techniques for choosing a set of instruments that satisfy these tests from a universe of a priori plausible candidates, and we apply them to a study of the effects of adolescent childbearing on the educational attainment of young women. We find that substantive results are sensitive to instrument choice, and make two recommendations to the practical researcher: First, it is prudent to begin with a large set of potential instruments, when possible, and pare it down through formal testing rather than to rely on a minimal instrument set justified on a priori grounds. Second, the application of more restrictive tests of instrument validity and relevance can yield results very different from those based on less restrictive tests that produce a more inclusive set of instruments, and is the preferred, conservative approach when improper instrument choice can lead to biased estimates.

How Does Adolescent Fertility Affect the Human Capital and Wages of Young Women?

The consequences of teen childbearing for the future well-being of young women remain controversial. In this paper, we model and estimate the relationship between early childbearing and human capital investment, and its effect on wages in early adulthood. Taking advantage of a large set of potential instruments for fertility—principally state- and county-level indicators of the costs of fertility and fertility control—we use instrumental variables procedures to generate unbiased estimates of the effects of early fertility on education and work experience, and the effects of these outcomes on adult wages. For both black and white women, adolescent fertility substantially reduces years of formal education and teenage work experience. White teenage mothers also obtain less early adult work experience than young women who delay childbearing. We also find that, through these human capital effects, teenage childbearing has a significant effect on a young woman’s market wage at age 25. Our results, unlike those of recent “revisionist” studies, suggest that public policies that reduce teenage childbearing are likely to have positive effects on the economic well-being of many young mothers and their families.

Do Attitudes and Personality Characteristics Affect Socioeconomic Outcomes? The Case of Welfare Use by Young Women

We develop and estimate a model of social-psychological determinants of entry to the Aid to Families with Dependent Children (AFDC) program, the primary cash welfare program in the United States for 60 years until replaced in 1996. The structural model holds that attitudes and personality characteristics influence a woman’s likelihood of becoming demographically and financially eligible for welfare and her willingness to bear the stigma of receiving benefits. These factors, in turn, affect the likelihood of actually going on welfare. We test for a relationship between social-psychological variables and welfare participation using data from the youngest cohorts of women in the National Longitudinal Survey of Youth. We estimate logit models of the probability of ever participating in AFDC up to age 25 and hazard models of the timing until first use of AFDC. The attitudes and personality characteristics in the empirical model are self-esteem, locus of control, attitudes toward school, attitudes toward women’s work and family roles, commitment to work, and aversion to accepting public assistance. We find strong associations between welfare use and several attitudes and personality characteristics, but most of the associations are not robust to the inclusion of exogenous personal and family background characteristics. Consistent, strong evidence suggests that more positive attitudes toward school lower the likelihood of using welfare and increase duration until first receipt.

Leadership in partially distributed teams

Inter-organizational collaboration is becoming more common. When organizations collaborate they often do so in partially distributed teams (PDTs). A PDT is a hybrid team that has at least one collocated subteam and at least two subteams that are geographically distributed and communicate primarily through electronic media. While PDTs share many characteristics with both traditionally collocated and fully distributed teams, they also have unique characteristics and issues. This dissertation reports on a field study of PDTs conducted over two semesters with student participants, This research was conducted as part of a larger series of studies investigating PDTs, In these studies, participants were formed into PDTs of two collocated subteams each. The task was to produce requirements for an emergency response information system for a specified country. Study 1 varied leadership configuration but held distance constant. Study 2 varied both leadership configuration and distance. Although distance was to be measured as cultural, geographic, and temporal distance, multicollinearity issues arose and cultural distance was dropped from the analysis. Distance was measured as time zone differences which, because the subteams in a team had east-west geographic distance, captured the geographic distance as well. Data collection was through surveys and personal reflections, Personal reflections are open ended survey questions for which the subjects reflected on their experiences the previous week in a PDT. This dissertation reports on qualitative and quantitative analyses of Study 1 data and quantitative analysis of Study 2 data, In addition to bivariate analyses of the survey data conducted separately for each study, multivariate analysis using Partial Least Squares (PLS) was performed on the combined Study 1 and Study 2 data. Factor analysis resulted in the identification of three types of trust: Expertise Trust, Personal Trust, and Process Trust, Trust was measured in the first personal reflection (after one week) and in the post survey at the end of the four week project, Early trust has the dimensions of Expertise Trust, Personal Trust, and Process Trust while longer term trust is comprised of Personal Trust and Process Trust. The results partially support the proposed research model. Strong support was found for the proposition that leadership roles identified by Quinn (1988) and examined in fully virtual and traditionally collocated teams are enacted in PDTs as well, Results suggest that leadership configuration influences leader role enactments. Trust was found to be important to team outcomes and influenced by media used and distance. Leadership role enactments were associated with perceptions of leader effectiveness, perceptions of performance, and satisfaction. Results suggest that leader effectiveness is associated with trust, perceptions of performance, and satisfaction. That is, trust, leadership configuration, distance, and leader role enactments all play important roles in PDTs. The results add insights into leadership and trust in partially distributed teams, which can inform professionals as to issues, leadership configurations, and leadership behaviors (roles) that will promote successful outcomes