Browse FSI scholarship on geopolitics, global health, energy, cybersecurity and more.
Featured Publications
Residual Governance: How South Africa Foretells Planetary Futures
Gabrielle Hecht dives into the wastes of gold and uranium mining in South Africa to explore how communities, experts, and artists fight for infrastructural and environmental justice.
A new book by Oriana Skylar Mastro offers a novel framework to explain China's 30-year journey to great power status through strategic emulation, exploitation, and entrepreneurship.
Propaganda in Autocracies: Institutions, Information, and the Politics of Belief
Using the first global data set of autocratic propaganda, Erin Baggott Carter and Brett Carter examine the intertwined relationship between citizens' beliefs and a the security of a dictator's power.
Existing Law and Extended Reality: An Edited Volume of the 2023 Symposium Proceedings, compiles and expands upon the ideas presented during the symposium. Edited by Brittan Heller, the collection includes contributions from symposium speakers and scholars who delve deeper into the regulatory gaps, ethical concerns, and societal impacts of XR and AI.
Children and Youth Services Review,
October 9, 2024
Using a longitudinal data set developed from surveys of 1,285 children (and their families), as well as 683 preschools teachers in 382 preschools in rural western China, we examined the association between preschool quality and the development (cognitive and social-emotional skills) of preschool children. The findings showed that 55 % of the sample children were cognitively delayed, and 49 % of the children were social-emotionally delayed at age 3. The rates of delay decreased to less than 40 % when the children were at preschool age. Although other factors were associated with the decline in development delays, according to the findings, preschool attendance respectively led to an improvement of 0.47 SD (p = 0.001) in child cognitive development (i.e., the fall in delays). More specifically, the global quality and the structural quality of preschools improved child cognitive development by 0.11 SD (p = 0.001) and 0.09 SD (p = 0.004), respectively. The findings of the subgroup analyses suggested that children from disadvantaged backgrounds benefited more from being able to attend quality preschools. Preschool quality also helped to improve developmental outcomes (cognitive abilities and social-emotional skills): for children that were developmentally delayed before age 3, but not for those children that were not delayed when they were 3 years old; for children with lower educated parents, but not for those with more highly educated parents; for children that were from relatively poor families, but not for those that were from relatively rich families; and for children that were attending preschools in rural areas, but not for those who were attending a preschool in an urban area.
Early Childhood Research Quarterly,
October 9, 2024
In rural China, there exists a gender gap in academic achievement where girls outperform boys, suggesting similar differences in early language development. Moreover, recent research has revealed that children in peri-urban communities have worse language outcomes than children in rural communities. This study examines the impact of gender on early language development in low-SES, peri-urban Chinese communities. Data from 81 children (56.79% boys) aged 18-24 months (Mage = 21.16) living in peri-urban China were collected using two caregiver-reported tests for child language development and ability, and language environment analysis technology for measuring the home language environment. Results show that in peri-urban communities, girls were generally exposed to more adult-child conversations and showed higher counts of vocalizations than did boys; girls scored higher on language development measures than did boys. The implications of these findings on the gender gap and child development are discussed.
Forthcoming in The China Journal ,
September 23, 2024
Against the backdrop of China’s post-1978 economic transformation, recent challenges such as COVID-19 have prompted speculations about rising popular pessimism regarding current inequalities and opportunities to get ahead. This study compares findings from three new nationally representative surveys conducted in 2023 with three earlier surveys, from 2004, 2009, and 2014. Results reveal a significant attitudinal shift, with 2023 respondents expressing markedly more critical views about the fairness of current inequality patterns. Respondents in the 2023 surveys increasingly attribute poverty versus wealth to structural factors like unequal opportunities rather than to variations in individual merit. Respondents also reported lower expectations for future income growth compared with the earlier surveys. While not indicating imminent threats to political stability, such trends suggest that China’s leaders will likely face increasing skepticism and even critical popular responses as they try to mobilize their citizens to confront the serious challenges that China faces in coming years.
Risk Management and Healthcare Policy,
September 18, 2024
Purpose: Depression is a growing public health concern around the world. For adolescents, depression not only impedes healthy development, but is negatively associated with academic performance. The purpose of this paper is to examine the prevalence of adolescent depressive symptoms in a sample of rural primary and junior high school students. Additionally, we examine various factors to identify subgroups within the sample that may be more vulnerable to depression. Finally, we explore the extent to which depression correlates with academic performance and conduct a series of heterogeneity analyses.
Patients and Methods: We utilize cross-sectional data derived from 30 schools in underdeveloped regions of rural China encompassing primary and junior high school students (n = 1,609).
Results: We find a high prevalence of depression, with 23% and 9% of students experiencing general depression (depression score ≥ 14) and severe depression (depression score ≥ 21), respectively. Female gender, elevated stress and anxiety levels, boarding at school, exposure to bullying, and having depressed caregiver(s) are positively correlated with depressive symptoms, while high social support exhibits a negative association. Importantly, our analyses consistently show a significantly negative link between depression and academic performance, which is measured using standardized math tests. For instance, transitioning from a non-depressed state to a state of general depression (depression score ≥ 14) is linked to a decline of 0.348– 0.406 standard deviations in math scores (p < 0.01). Heterogeneity analyses reveal that this adverse relationship is more pronounced for male students, boarding students, those with lower social support, individuals with more educated mothers, and those with lower family assets.
Conclusion: Our findings underscore the high prevalence of depression in rural schools and the detrimental impact on academic performance. We advocate for the implementation of policies aimed at reducing student depression, particularly within vulnerable populations and subgroups.
Cognitive and social-emotional development in the first three years of life is associated with later skills. However, little is known about the paths of developmental delays in both cognitive and social-emotional skills before age 3 or to what extent these paths predict later developmental outcomes. The aim of this study is to examine the associations between the different paths of developmental delays in both cognitive and social-emotional skills of children before age 3 and the levels of development of the children when they are preschool age. Using a longitudinal data collected at three time points from 1245 children and their caregivers in rural China, we identified four different paths of developmental delays in cognitive and social-emotional before age 3 and examined how these paths are associated with different levels of developmental outcomes at preschool age. We used a non-parametric standardization approach and an ordinary least squares model to perform our analyses. Findings show that rates of developmental delays in either cognitive or social-emotional domain or both domains are high at all different time points, ranging from 20% to 55% for cognitive delays and 42% to 61% for social-emotional delays. Over half of children experienced deteriorating levels of either cognitive or social-emotional development before age 3. A large share of children was found to be persistently delayed in either domain. Only a small share of children raised their levels of development in either domain before age 3. In addition, we identified certain socioeconomic status of the family that are associated with never or deteriorating path of child developmental delays. More importantly, we revealed that different paths of developmental delays before age 3 have predictive power on different levels of developmental outcomes at preschool age. Our results suggest that actions are needed at the earliest times to improve child development when children are still infants or toddlers.
This brief presents the findings of an experiment that measures how persuasive AI-generated propaganda is compared to foreign propaganda articles written by humans.
