Sex differences in the vocabulary of college students

The present study replicated Jastrow's 1891 experiment concerning differences between male and female vocabulary. Participants were 20 male and 20 female Caucasian middle‐class college students. They recorded up to 100 nouns in a 15‐minute period. Results indicate that women have increased their use of unusual words compared to women in 1891. Males used more scientific words and more body part words than females. In contrast to the previous study, there are no significant differences between the sexes in use of animal, nature, and food words. Females used more clothing words than males in this study, as in the previous study, and produced more different words than males. Vocabulary changes appear to reflect changes in the social structure of the society.     

Sex and Cultural Differences in the Acceptance of Functional Foods: A Comparison of American,Canadian, and French College Students

Objective: Functional foods (FF)—foods containing nutritional supplements in addition to natural nutrients—have an increasing presence in the marketplace. Expanding on previous research, the authors investigated college students' acceptance of FF. Participants: In September-March 2004, 811 undergraduates in Canada, the United States, and France participated in the study. Methods: A self-administered questionnaire measured students' general food attitudes and beliefs as well as FF-related knowledge, attitudes, beliefs, and purchase intention. Results: Overall, participants slightly favored FF over traditional foods. However, although most respondents associated FF with positive health benefits, many remained dubious of currently available FF information. In terms of culture and sex, the authors found small but significant divergences in FF knowledge, attitudes, and behaviors. Conclusions: Stronger labeling and education efforts may increase cross-cultural acceptance of FF by college students.     

Sex roles and sexual dysfunction in college students

We conducted an assessment of the nature and prevalence of sexual dysfunctions and concerns within a nonclinical population of university students. Our hypotheses were that (a) sexual pressures would be more positively related to manifest sexual performance dysfunctions among masculine sex‐typed men than among nonmasculine sex‐typed men and that (b) androgynous subjects would report fewer sexual problems and concerns than nonandrogynous subjects. A questionnaire composed of the short form of the Bern Sex‐Role Inventory and questions regarding sexual activities, concerns, and dysfunctions was mailed to a stratified random sample of undergraduate and graduate students. Among the 43% of students who returned the survey, approximately 13% reported experiencing sexual performance dysfunctions. The hypothesis that sexual pressure from a partner would be more closely associated with sexual dysfunctioning for masculine sex‐typed men than for non‐masculine sex‐typed men was supported. However, androgynous respondents did not report lower levels of sexual dysfunction or concern than did nonandrogynous respondents.     

A comparison of pro- and anti-nudity college students on acceptance of self and of culturally diverse others

This study examined if college students supportive of social nudity would differ from students opposed to social nudity on self-acceptance and acceptance of culturally diverse others. Using data from 384 participants, pro- and anti-nudity groups were formed based on students scoring in the upper (n = 59) and lower (n = 64) quartiles on a measure assessing attitudes toward social nudity. Hypotheses were partially supported. Results indicated that pro-nudity students significantly differed from anti-nudity students on comfort with their bodies' appearances, but not on self-acceptance. Pro-nudity students also were significantly more accepting of other religious groups and gays and lesbians compared with anti-nudity students, but they did not differ on their attitudes toward the disabled. A trend was noted indicating that pro-nudity students were less prejudiced toward ethnically dissimilar others compared with anti-nudity students. Follow-up exploratory analyses suggested that pro-nudity students' increased openness to sexuality in general accounted for the two groups' discrepant views toward religiously dissimilar others and gays and lesbians. Pro-nudity students' relative tolerance for cultural diversity is discussed.     

Embracing inclusive excellence: Asian and Asian American college students

ABSTRACT

This study aims to understand the importance of embracing and promoting inclusiveness in higher education as a path to academic excellence. As student populations become increasingly diverse and higher education faces significant challenges at home and abroad, cultural competence – understanding the specific culture, language, social, and economic status of people-, becomes more important than ever before because a sense of belonging is essential for students. This study is to re-envision diversity and practice our commitment to inclusive excellence-both preparing students with a quality learning opportunity and facilitating a sense of belonging by providing an embracing environment on campus.     

In search of cultural identity factors: a comparison of ethnic students*

L'analyse factorielle d'items de type Likert administrés à des étudiants sousgradués suggère que six facteurs peuvent décrire les modalités d'identification ethnique: la religion, l'endogamie, la langue utilisée, les organisations ethniques, l'éducation paroissiale et le choix d'amis à 1'intérieur du groupe. Une comparaison des profils factoriels de sept groupes ethniques révèle plusieurs variations. Les étudiants juifs s'identifient fortement avec l'endogamie et les choix d'amis à 1'intérieur du groupe, mais donnent relativement peu d'importance à la religion et à l'utilisation de la langue ethnique. Les étudiants français sont fortement identifiés à leur langue et à leur religion. Les étudiants français et juifs attachent de la valeur à l'éducation paroissiale. L'identification au groupe ethnique est la plus faible chez les Scandinaves et les Polonais. Les modalités d'identification tendent á varier avec les expériences qui ont une importance historique pour le groupe ethnique. C'est pourquoi les mesures de ces modalités révèlent une structure à facteurs multiples. Factor analysis of Likert-type items administered to undergraduate students suggests that modes of ethnic identification can be described in terms of six factors: religion, endogamy, language use, ethnic organizations, parochial education, and choice of ingroup friends. A comparison of the factor profiles of seven ethnic groups revealed considerable variations. For example, the Jewish students identified strongly with endogamy and ingroup choice of friends but ranked low on the importance of religion and the use of their ethnic language. The French students' identification with their language and religion was high. Both the French and the Jewish students valued parochial education. Scandinavian and Polish ethnic ingroup identification was the lowest of all seven groups compared. The modes of identification tended to vary with the historically important experiences of ethnic groups. Therefore the measures of the modes exhibited a multifactor structure.     

Socioeconomic differences in parental financial support,coresidence, and advice: A portrait of undergraduate students in the Canadian Prairies

In this paper, we examine the intersections of parental support and family socioeconomic background within an undergraduate sample (N = 596) in a mid-sized Canadian Prairie city. Coresidence, financial support, and parental and professional financial advice are examined as types of ‘family capital’ that may be distributed unequally across socioeconomic groups. In keeping with previous literature, findings showed that students whose parents had university education and higher incomes received more robust coverage of their housing and school expenses. Students whose parents were university-educated were also more likely to be living with a parent, though no relationship was found between parental income and coresidence. Contrasting with previous literature, few relationships were found between socioeconomic background and receipt or influence of financial advice. These results contribute to the literature by generalising claims about family capital to a Canadian student sample, where relatively few studies have empirically examined intergenerational transfers as mechanisms for transmitting privilege during the transition to adulthood. With increasing demands for higher education and simultaneous declines in government subsidisation of its costs, disparate access to family capital is likely to intensify the reproduction of social inequality across generations.     

Youth-adult differences in the demand for unionization: Are American, British, and Canadian workers all that different?

We examine demand for union membership amongst young and adult workers in Britain, Canada, and the United States. Using a model of representation advanced by Farber (1983, 2001) and Riddell (1993), we find that a majority of the union density differential between young and adult workers in all three countries is due to supply-side constraints rather than a lower desire for unionization by the young. This finding lends credence to two conjectures: first, tastes for collective representation do not differ substantially among workers (either by nationality or by age) and second, union representation can be fruitfully modeled as an experience-good. The experience-good properties of union membership explain the persistence of union density differentials (in this case between youth and adults) in the face of equal levels of desired representation. An earlier version of this paper appeared as Centre for Economic Performance (CEP) discussion paper dp515, January 2002. This paper was produced under the “Future of Trade Unions in Modern Britain” program supported by the Leverhulme Trust and with the financial help of the Social Sciences and Humanities Research Council (SSHRC) of Canada. We thank Jo Blanden, Andy Charlwood, David Metcalf, and Steve Machin for comments on an earlier draft. We dedicate this paper to our mentor and friend, the late Noah Meltz, who passed away as this paper was being written.     

Sex similarities and differences in stance in informal American conversation1

This study compares men's and women's use of stance: the expression of attitude, emotion, certainty, doubt and commitment. A corpus of nearly 900,000 words of informal conversation in social and work contexts was examined with a computer program that measured stance. The main categories, subcategories and the 180 most frequent stance expressions were analyzed with multiple ANOVAs. The main stance categories of affect, evidentials, and quantifiers showed no significant differences between men and women. In terms of subcategories, general affect, boulomaic verbs, general evidentials, mental verbs, hedges and emphatics had no significant differences between men and women; only expletives had a significant difference between men and women. Of the individual stance expressions, only 35 showed a significant difference between men and women. Examples from actual conversations are given to compare men's and women's speech. Cooperative work between qualitative and quantitative researchers is recommended.     

Understanding the discipline gap through a cultural lens: implications for the education of African American students

African American students are disciplined at rates that are disproportionately higher than Black students’ statistical representation in public schools. Coined as the discipline gap, racial and ethnic disparities are present in virtually every major school system across the United States. Because African American students seldom share the cultural frameworks of their teachers, the overrepresentation of Black students on measures of school discipline may, in part, be a function of cultural mismatches in the classroom. This article contains a synopsis of what is currently known about the discipline gap, and sets forth suggestions to address the issue. Recommendations focus on the roles of culturally responsive discipline, teacher recruitment and cultural immersion experiences. Irvine’s construct of cultural synchronization serves as the article’s interpretive basis.     

Increasing walking in college students using a pedometer intervention: differences according to body mass index

Objective: The researchers assessed the effectiveness of a pedometer intervention and differences in walking behaviors according to body mass index (BMI). Participants: Two hundred ninety college students completed the intervention from January to February 2005. Methods: Participants wore pedometers 5 days per week for 12 weeks and completed questionnaires assessing demographic information. The authors calculated daily step averages for weeks 1, 6, and 12. They then classified students as underweight (UW), normal weight (NW), or overweight/obese, by BMI. The authors analyzed data using repeated-measures analysis of variance. Results: The average number of daily steps increased from week 1 to week 6 (p < .001) and week 12 (p = .002). UW participants reported the fewest steps at each time point, but the difference was significant only when compared with NW participants (p = .03). Conclusions: These results support the effectiveness of a pedometer intervention to increase walking in college students. Health benefits other than weight management should be emphasized to maximize the effects for all students.     

Racial and sex differences of fruit and vegetable self-efficacy and intake among college students in a rural,southern location

Abstract

Objective: To examine fruit and vegetable intake and self-efficacy among U.S. college students in a rural, Southern location. Participants: Undergraduate students (n?=?1503) enrolled in a university-wide health class at one large public institution during the spring 2017 semester. Methods: Cross-sectional survey data were collected online and analyzed using independent samples t test, one-way ANOVA, and regression. Results: On average, participants did not meet fruit or vegetable intake recommendations. Mean self-efficacy scores were 17.2 (SD?=?3.4) and 16.42 (SD?=?3.7) for fruit and vegetables, respectively, with statistically significant differences observed by sex and race (p?<?0.05). Hierarchical multiple regression results indicated self-efficacy explained 20.9% (fruit) and 29.3% (vegetables) of the variance in consumption. Similar patterns were found for meeting daily fruit and vegetable intake recommendations. Conclusions: Health campaigns are needed to address sex and racial disparities in college student fruit and vegetable intake and self-efficacy.     

Premarital sexual permissiveness and contraceptive knowledge: A biracial comparison of college students

The relationship between college students' knowledge of contraceptive devices and techniques and their attitudes toward premarital sexual permissiveness was investigated. This study examined selected background variables of the respondents to determine possible effects on the relationship. The sample was composed of 392 students enrolled in a college and a university in Virginia. A questionnaire was developed which included a premarital sexual permissiveness scale, an instrument measuring knowledge of contraceptive devices and techniques devised by the investigators, and items gathering information on background variables.

A positive relationship was found to exist between knowledge of contraceptive devices and techniques and premarital sexual permissiveness. As permissiveness scores increased, knowledge scores tended to follow a similar trend. Sex and race of the respondent influenced this relationship. Males were found to be more permissive but less knowledgeable than females. Whites tended to be more knowledgeable about contraception than blacks, but both groups were about equally permissive.