Nation,College, Wartime: Archaeology at a WWI Student Army Training Corps Camp at New Hampshire College

During World War I, the U.S. War Department contracted with 157 universities to form the National Army Training Detachments whose mission was to train college-age draftees in 66 critical army trades (subsequently the Student Army Training Corps). This program is an overlooked part of First World War history and has received little to no archaeological inquiry. This paper investigates the New Hampshire College camp. Working between documentary and archaeological materials, this paper explores how the interrelated duties of educational institutions, businesses, government, and individuals merged with an American wartime imagined community here but also how in their lived experiences of the camp, people materialized the complications of balancing citizenship, difference, duty, and nation. The social lives of the lower-rank men who inhabited these camps, the composite communities formed at them, and the impact of the government’s assertion of control over institutions of higher education all carry material ramifications that deserve further investigation.     

Immigrant Inclusion in the Safety Net: A Framework for Analysis and Effects on Educational Attainment

Across states, there is substantial variation in the degree to which immigrants and their children are offered public assistance. We present a theoretical framework for analyzing the effects of policy decisions about immigrant inclusion. We apply the framework to investigate the effect of the state safety net on educational attainment. We focus on the years following welfare reform in 1996, when states gained considerable autonomy over welfare policy, including decisions about the eligibility of immigrant residents. Leveraging state‐level data from before and after reform, we estimate a difference‐in‐difference model to identify the effect of variation in immigrant inclusivity on educational attainment. We find that when states broaden the inclusivity of the social safety net to immigrants, young Latinos are more likely to graduate from high school. This effect is present beyond the group of Latino residents who receive additional benefits, suggesting that policy decisions about immigrants spill over to broader communities and communicate broader messages about social inclusion to racial and ethnic groups. We find similar patterns among Asian youth, but not among black and non‐Hispanic white youth. We conclude that immigrant inclusion has consequences for the life prospects of the growing population of youth in high‐immigrant ethnic groups.     

Introduction

The symposium has been funded in part by the Bureau of Government Research and the H.V. Thornton Foundation at the University of Oklahoma along with the Florida Institute of Government and the Department of Political Science, University of South Florida, and the College of Social and Behavioral Sciences, University of South Florida.     

An intergenerational qualitative study of the good parenting ideal and active free play during middle childhood

ABSTRACT

This study addressed the question: How and why has the good parenting ideal changed in relation to active free play (AFP) during middle childhood? Twenty-eight middle class and predominantly white adults (14 grandparent-parent dyads) completed individual semi-structured interviews. Data were subjected to a thematic analysis. Two themes (changing expectations for parental involvement in children's lives and increasing expectations to involve children in structured activities) depicted how the good parenting ideal has changed. A further two themes (news media influence on perceptions of safety and concerns about being judged on social media) explained some of the reasons why the good parenting ideal has changed. Perceived needs for parental involvement, supervision, and organized activities appear to contradict the notion of active free play. It may be useful to develop initiatives that are consistent with the good parenting ideal, and to examine parents’ use of traditional and social media in future AFP research.     

Rethinking Mississippian copper symbol badges: two previously unreported examples from east Alabama

ABSTRACT

Traditional interpretation of Mississippian copper symbol badges is that they were prestige items associated with both inherited and earned status. In this article we review the current state of knowledge regarding copper symbol badges, introduce two previously unreported examples from the Big Tallassee (1MC1) and Abercrombie (1RU61) sites, and propose a new interpretation for the circulation and disposition of copper symbol badges during the Mississippian and Protohistoric periods. We argue that these objects were initially incorporated into headdresses (worn in both life and death) at major Mississippian towns and then were later transformed into inalienable possessions associated with particular beings, people, or places as large polities collapsed and new political entities were formed.