Characteristics of homeless jail inmates: Implications for social work

This study set out to validate the hypothesis (belief) that homeless people were likely to commit minor offenses as solutions to their conditions. Jails, and maybe prisons, would provide three meals a day, a place to sleep, and minimal health care-especially during the winter months. Instead, the data did not support the hypothesis. Contrary to the reported practices of some homeless people in Colorado who are described as committing non-serious but timed offenses to go to jail, it found a homeless population in jail who give a literal interpretation to the political phrase the invisible people. They were not in jail because they were homeless, but instead they were in jail for serious crimes (murder, rape, drugs, robbery) and their homelessness was a side fact. Since it was not likely that this group would seek to address or resolve their homelessness, it was recommended that jail social workers identify their needs to them, track them into social welfare networks, with a designated contact person, prior to their release.     

Why Creators Are Dogmatic People, “Nice” People Are Not Creative, and Creative People Are Not “Nice”

This article presents a provocative perspective on creativity with two controversial assertions. First, it challenges the conventional view of the creator as an innovative person, by promoting the notion of the dogmatic creator. Second, it argues that nice people are not creative, and creative people are not nice. An integrative review of the empirical literature on culture, creativity, and conflict ensues. In the process, four sets of hypotheses are developed which are embedded in two theoretical models of behavior. In Theoretical Model A, it is postulated that cultural individualism-collectivism has a positive causal impact on independent self-construal (Hypothesis 1A). In turn, independent self-construal is posited to have a positive causal impact on positive perception of conflict (Hypothesis 2A), confrontational conflict style (Hypothesis 3A), and creative behavior (Hypothesis 4A). In Theoretical Model B, it is postulated that cultural individualism-collectivism has a negative causal impact on interdependent self-construal (Hypothesis 1B). In turn, interdependent self-construal was postulated to have a positive causal impact on negative perception of conflict (Hypothesis 2B), non-confrontational conflict style (Hypothesis 3B), and conforming behavior (Hypothesis 4B). One-hundred-eighty-six university students in Singapore and 158 students in Australia responded to a survey, which consisted of various scales tapping the constructs in these two theoretical models of behavior. SEM analyses using LISREL 8.0 provided empirical support for both models of behavior. Based on these findings, several points are raised. First, creativity should not be perceived in a naïve manner. Second, there is an urgent need to assist parents, teachers, and employers to deal with creative individuals. Finally, since creativity is a cultural phenomenon, the cultural context must be made amenable for this type of behavior.     

Individualism/Collectivism Orientations and Reactions Toward Alternative Human Resource Management Practices

In this study, we examined the relationship between individualism collectivism orientations of potential job seekers and their reactions toward alternative human resource management (HRM) practices in the areas of selection, performance appraisal, reward system, career system, and employment security. Using several subdimensions of individualism collectivism, we found many significant relationships between individualism collectivism orientations and preferences for alternative human resource management practices that might affect the effectiveness of alternative HRM practices.     

Sociology of “primitive societies,” evolutionism,and Africa

Sociology of primitive societies has revised its earlier views about kinship, lineage, or lineage mode of production. It attempts now to show that lineage did not pervade African precolonial societies and that other relations, such as capitalist and class relations, were also present. This article seeks to reestablish, contrary to the revisionist view, the centrality of lineage in African precolonial societies to allow for a paradigmatic shift that repudiates evolutionism and brings precolonial societies back to the center of the African debate. Because in such a reoriented debate Africa ceases to be marginalized and on the fringes of other historical experiences, the shift allows, paradoxically, the integration of scholarship on Africa into universal social theory.     

The Impact of the Therapist's Curiosity on the Treatment Process of Children and Adolescents

Therapists bring their own initiative, interest, and wonder—their professional curiosity—into treatment sessions. Some children and adolescents pull away in reaction to this curiosity, bristling or withdrawing, if only for a moment. This can happen abruptly, even in response to the first hello, but most often it occurs subtly, over the course of treatment. These children and adolescents may be replaying the ruptures in relationships they experienced when they have expressed their own initiative and curiosity to important others in their lives. Therapists need to utilize opportunities to understand the dynamics, explore where the original ruptures may have occurred, and bring the experience into therapeutic focus. Case vignettes illustrate these dynamics.     

Queer Christian: The Catholic Homosexual Apologia and Lesbian/Gay Practice

This essay concerns recent positions on homosexuality taken by the Roman Catholic Church and places them with respect to historical documents engaging same-sex desire. Analyzing Aelred of Rievaulx's twelfth-century Spiritual Friendship, John Bloxam's 1894 The Priest and the Acolyte, and Marc-André Raffalovich's 1896 Uranisme et Unisexualité, this essay offers perspectives on contemporary lay and ecclesiastical apologias, defenses, and critiques of homosexual behavior. The relationship between past and present locates the Christian churches' response to the modern homosexual as a historically developed—rather than permanently fixed—model of identity and action.     

The Relationship Between Wife’s Education and Husband’s Earnings: Evidence from 1960 to 2000

Previous research finds a positive relationship between a wife’s education and her husband’s earnings using data from the 1960s. Earlier theories suggest that benefits accrue from informational sharing between partners in a marriage. This paper tests the hypothesis that a wife’s education is positively associated with her husband’s earnings, using data from the 1960, 1970, 1980, 1990, and 2000 Censuses. Between 1960 and 2000, the educational attainment and labor-force participation of married women has increased dramatically. As women have embarked upon their own careers, has their education continued to be positively associated with their husbands’ earnings? Yes. The coefficient of the wife’s education remains positive and significant for all the years under study. The size of the coefficient decreases, however, from 1960 to 2000.     

Negotiating the New Market: Women,Families, Women’s Organizations and the Economic Transition in Poland

Women have been affected more negatively than men by the economic transformation in Poland. They are the majority of the unemployed and the poor, they have a more difficult time finding jobs, and their incomes are significantly lower than mens. The disadvantageous position of women on the labor market, coupled with increasing governmental withdrawal from social provisioning like childcare, health care, and education, has created problems for families, especially for growing numbers of single mothers and two-parent low-income families. The transition to a market economy also has generated a steady growth of womens organizations which have stepped in where the state has withdrawn from social provisioning and provide assistance to women and their families. These organizations are not only helping women and low-income families adjust to the new market situation, but also to negotiate the market so that it better responds to their needs.     

Cohabitation and Marriage in a Risky World

Different couples are analyzed in presence of income uncertainty and precautionary saving. Married couples have legal restrictions on their relationship that force them to act cooperatively, while cohabitants with limited commitment act non-cooperatively. This makes risk sharing different for different couples; married couples share risk completely, while cohabitants share risk to a lesser extent due to their lack of commitment and cooperation. This makes precautionary savings greater for cohabitants than for married couples. However, cohabitants also tend to undersave to possibly increase assistance from their partner. However, mutual altruism mitigates the inefficiencies and enforces time consistent risk sharing among cohabitants.I am thankful to Jonas Agell, Sophia Grahn-Voorneveld, Peter Kooreman and to Mats Persson for valuable comments on an earlier version. I have also received useful comments from the editor and from two anonymous referees. Generous financial support from the Jan Wallander and Tom Hedelius Foundation and from Knut and Alice Wallenbergs Foundation is gratefully acknowledged.     

Guessing Teachers’ Differential Treatment Of High- And Low-Achievers From Thin Slices Of Their Public Lecturing Behavior

Groups of high school students and adults viewed 10-second clips of 28 unfamiliar teachers nonverbal behavior in public lecturing to their entire classrooms, and were asked to guess how these teachers would usually behave differently toward high- versus low-achievers in normal classroom dyadic interaction. The judges did not view any teacher–student interaction. As hypothesized, the students significantly (r = 0.40) predicted teachers differential behavior (TDB) as evaluated by the actual classroom students of those teachers, whereas adult judges could not guess TDB from the clips. The TDB guesses of the two groups of judges were unrelated to each other. Students expertise and implicit knowledge about covariation between distinct aspects of teacher behavior likely reflects a combination of cognitive and motivational factors, not shared by adult judges.Thanks are extended to Miri Avneri-Cohen for her helpful assistance; to Avraham Lifschitz for providing the high school sample; to Yaakov Kareev for his advice; to Mosko Alkalai for his insight; and, as usual, to Dinah Avni-Babad for her help and participation. The author is also thankful to the Editor and two anonymous Reviewers for helpful advice and suggestions.This research was partially supported by United States - Israel Binational Science Foundation Grant 1997053 to Elisha Babad and Robert Rosenthal.     

“The Motherhood Wage Gap for Women in the United States: The Importance of College and Fertility Delay”

One of the stylized facts from the past 30 years has been the declining rate of first births before age 30 for all women and the increase rate of first births after age 30 among women with four-year college degrees (Steven P. Martin, Demography, 37(4), 523–533, 2000). What are some of the factors behind womens decision to postpone their childbearing? We hypothesize that the wage difference often observed between like-educated mothers and non-mothers (Jane Waldfogel, Journal of Labor Economics, 16, 505–545, 1998a; Journal of Economic Perspectives 12(1) 137–156, 1998b) may be affected by the postponement of childbearing until after careers are fully established. Hence, we focus on college-educated women because they are typically more career-oriented than their non-college educated counterparts and also the group most often observed postponing maternity. We use individual-level data on women from the 1979 National Longitudinal Survey of Youth (NLSY79) in order to control for individual-level unobserved heterogeneity as well as human capital characteristics, such as actual work experience, in our empirical analysis. We estimate wage equations, first producing base-line results to compare to the existing literature. Then, we expand the basic wage equation model to address fundamental econometric issues and the education/fertility issue at hand. Our empirical findings are two-fold. First, we find that college-educated mothers do not experience a motherhood wage penalty at all. In fact, they enjoy a wage boost when compared to college-educated childless women. Second, fertility delay enhances this wage boost even further. Our results provide an explanation for the observed postponement of maternity for educated women. We argue that the wage boost experienced by college-educated mothers may be the result of their search for family–friendly work environments, which, in turn, yields job matches with more female-friendly firms offering greater opportunities for advancement.JEL Codes: J13 and J3     

The social shaping of digital research

The social shaping of technology (SST) has become a broad umbrella term to cover a variety of theoretical and methodological perspectives in the social sciences. It has also defined a set of funded projects in the UK focused on a particular technical initiative around e-social science – digital social research. It is increasingly understood that social science research and work on the SST, in particular, should be applied to the study of innovations in digital research and their implications for the sciences and humanities. This overview is designed to help introduce the diversity of perspectives that the social sciences can bring to bear, such as under the social shaping umbrella and explain why this set of perspectives is of value to policy and practice in this field. The continuing advance and diffusion of digital research make it ever more important to strengthen the role of the social sciences in this area of multi-disciplinary research, policy, and practice.     

The education of a clinical social worker: Finding a place for the humanities

The values of our professionalized culture have encouraged the defining of social work as an academic discipline. As social work has then taken its place, academically, within the social sciences, a whole way of knowing and being in the world associated with the humanities is being left out of the higher education for clinical social workers. The thesis of this essay is that both experience and intellectual concerns suggest some disciplined study of the historical, theoretical, and metaphorical ways of knowing linked with the humanities could be an important part of the higher education for the would-be clinician.     

Spectacles of intimacy? Mapping the moral landscape of teenage social media

This paper explores young people's expressed concerns about privacy in the context of a highly mediated cultural environment, mapping social media practices against axes of visibility and participation. Drawing on interdisciplinary conceptual resources from both the humanities and social sciences, we use ‘spectacles of intimacy’ to conceptualise breaches of privacy, mapping an emergent moral landscape for young people that moves beyond concerns with e-safety to engage with the production and circulation of audiences and value. The paper draws on data from a methodological innovation project using multi-media and mixed methods to capture lived temporalities for children and young people. We present a model that captures a moral landscape shaped by emotional concerns about social media, the affordances of those media and affective discourses emerging from young people's use of the media.     

Evaluating social science and humanities knowledge production: an exploratory analysis of dynamics in science systems

Knowledge is gaining increasing importance in modern-day society as a factor of production and, ultimately, growth. This article explores the dynamics in university knowledge production and its effect on the state of university–industry–policy exchange in the Netherlands. Science systems are said to be in transformation. The university has evolved from performing conventional research and educational functions to serving as an innovation-promoting knowledge hub; dynamics that have received mixed reactions. The social sciences and humanities (SSH) take a special position, insofar as their focus seems primarily to be placed on conventional research and educational functions, and not directly on (commercial) valorization. Societal changes are, however, pressing for a reconsideration of the role of SSH. In our article, we distinguish between three important new movements that seem to be affecting SSH. It is believed that these movements, which are already having an impact today, will considerably influence SSH in the future. These developments are further differentiation, synthesis between the various subdisciplines of SSH and the natural sciences, and shifts in paradigms. The aims of this article are twofold: (1) to assess what is believed to be the most likely development of SSH by means of discovering relevant subsets of factors influencing university knowledge production; and (2) to discover whether the knowledge production factors show characteristics of a general development similar to the “Mode 2” concept. A systematic qualitative database was created by means of 22 semi-structured personal interviews with key representatives from business, university and the policy sector. Our explanatory framework employs an artificial intelligence method, i.e. rough set analysis. On the basis of these results, we find that a small minority of the respondents prefers a closer relationship of SSH to society, government and industry, and other institutional centers of authority, whilst interdisciplinarity in particular is regarded as having an overall positive influence on the future of SSH in the Netherlands. Consequently, the idea of a clear distinction between Mode 1 and Mode 2 knowledge production, i.e. traditional knowledge and knowledge carried out in the context of application, is not supported by our data.     

The significance of meaning. Why IPBES needs the social sciences and humanities

The term “biodiversity” is often used to describe phenomena of nature, which can be studied without a reference to the socially constructed, evaluative, or indeed normative contexts. In our paper, we challenge this conception by focusing particularly on methodological aspects of biodiversity research. We thereby engage with the idea of interdisciplinary biodiversity research as a scientific approach directed at the recognition and management of contemporary society in its ecological embedding. By doing this, we explore how research on and assessments of biodiversity can be enhanced if meaning, aspiration, desires, and related aspects of agency are methodically taken into account. In six sections, we substantiate our claim that the discourse on biodiversity (including the IPBES (Intergovernmental science-policy Platform on Biodiversity and Ecosystem Services) debate) is incomplete without contributions from the social sciences and humanities. In the introduction, a brief overview of biodiversity’s conceptual history is provided showing that “biodiversity” is a lexical invention intended to create a strong political momentum. However, that does not impede its usability as a research concept. Section 2 examines the origins of the Convention on Biological Diversity (CBD) by way of sociological discourse analysis. Subsequently, it proposes a matrix as a means to structure the ambiguities and tensions inherent in the CBD. The matrix reemphasizes our main thesis regarding the need to bring social and ethical expertise to the biodiversity discourse. In Section 3, we offer a brief sketch of the different methods of the natural and social sciences as well as ethics. This lays the groundwork for our Section 4, which explains and illustrates what social sciences and ethics can contribute to biodiversity research. Section 5 turns from research to politics and argues that biodiversity governance necessitates deliberative discourses in which participation of lay people plays an important role. Section 6 provides our conclusions.     

The future of the social sciences and humanities in the science of complex systems

The modern world is characterized by problems that involve systems with social and physical subsystems. They are entangled systems of system of systems with multilevel dynamics. There is no methodology able to combine the partial micro-, meso- and macrotheories that focus on subsystems into a coherent representation of the dynamics of the whole. Policy requires prediction, but the traditional definitions of prediction are not appropriate for multilevel socio-complex systems. Heterogeneous multilevel systems have subsystems that may behave with great regularity over long periods of time, and then suddenly change their behavior due to weak coupling with other subsystems. Thus systems that are usually highly predictable may be subject to rare but extreme events, and this is highly relevant to policy-makers. New ways of thinking are needed that transcend the confines of the traditional humanities, social and physical sciences. Of necessity, this science will be embedded in the design, implementation and management of systems, and therefore the new science will be entwined with policy. Much policy is interventionist experiment. By themselves scientists cannot conduct experiments on socio-complex systems because they have neither the mandate nor the money to design and instrument experiments on the large scale. Policy-makers – elected politicians and their officers – design the future, making it as they believe it ought to be. New kinds of scientific predictions can inform policy but can only be instrumented and tested if there is goodwill between policy-makers and scientists, where scientists are junior partners. Scientists offer policy-makers theories and predictions of social systems based on logical-deductive methods. Policy is generally made on the basis of rhetoric, with the best possible arguments being deployed to support favored conclusions. To convince policy-makers that a particular scientific theory should be used, scientists move from the logical-deductive to the rhetorical. Thus the full theory of a science of complex systems has to provide a logical-deductive metatheory of the rhetorical and logical-deductive systems that make decisions and implement them. Traditional natural and physical science has avoided rhetoric, which is much better understood in the humanities and social sciences. Thus it is concluded that the science of complex systems must embrace the humanities and social sciences not just because their domains of study are relevant but also because their methods are necessary to understand how science and policy work together in complex social systems.     

The integral paradigm: The truth of faith and the social sciences

This article proposes a paradigm for the social sciences derived from Pitirim A. Sorokin’s writings about Integralism. His conception of a three-component system of truth and knowledge which includes the senses, reason, and faith is the foundation of this integral perspective. The paradigm entails the incorporation of religious-ethical ideas within the established frame of reference of the social sciences. The consensus among several world religions that some version of the Golden Rule is the most fundamental ethical principle, and the idea of individual transformation involving the realization of this principle, are advanced as the foundation for integral social science. The virtues, the vices and the Ten Commandments are presented as more specific schemes which articulate the positive and negative precepts associated with the Golden Rule. The incorporation of these religious-ethical ideas in value premises, existing paradigms and theories, special fields, and empirical research is considered. Integralism is proposed as a solution to the current crisis of fragmentation and anomie in the social sciences.     

Framing “at risk” students: Struggles at the boundaries of access to higher education

Access to an education is a social justice issue that requires a new courageous commitment to identifying and eliminating barriers to college success. For first generation, low income and students of color, education is the one remaining single most powerful factor to bring about a different outcome for their lives. This article explores what we can learn from the experience of students at a regional public university designated “at risk” and how to reclaim the place of public college education as an equalizing force in our nation.