Using student subjects in experimental research: a challenge to the practice of using students as a proxy for taxpayers

The tax discipline has accepted the practice adopted in the economics and psychology disciplines of using student subjects for experimental research purposes. However, in other social science disciplines (e.g. accounting, management or consumer research), experimental research that uses students as a substitute for another group has been widely criticised as having little external validity. In this research, data are compiled from journal articles over a 20?year period to investigate the extent to which tax experiments use student subjects and the potential implications from this practice. Three research questions are addressed. First, do tax studies using student subjects justify or explain the use of student subjects? Second, are policy recommendations or other extrapolations to the tax-paying population made from the student subject results? Third, is any acknowledgement made of the potential limitations of using student subjects? The findings indicate that approximately half of the tax experiments investigated used student subjects. Of these, approximately 80% provided no justification for their chosen subject sample. A similar proportion did not acknowledge any limitations from the use of a student sample. Around half of the papers using student subjects extrapolated their findings to the general tax-paying population or provided tax policy recommendations. In addition, the research indicates that the tax discipline has not had the same level of robust debate on the use of student subjects in experimental research as that seen in other disciplines. This potentially limits the external validity and utility of many of the tax research experiments undertaken to date.     

Using video and dialogue to generate pedagogic knowledge: teachers,learners and researchers reflecting together on the pedagogy of social research methods

Developments in pedagogical knowledge in the teaching of social research methods have largely been generated through teachers reflecting on their practice. This paper presents an alternative approach to generating data through reflective dialogue between researchers, teachers and learners. The approach incorporates elements of video stimulated recall and reflective dialogue within focus group interviewing. The rationale and affordances are discussed in relation to the goals of discussing teachers’ pedagogical decision-making and learners’ experience of, and response to, various pedagogical practices. The context is a study of capacity-building short courses in advanced social science research methods, specifically courses on: multi-modal analysis, computer-assisted qualitative data analysis software, multi-level modelling, and systematic review. The paper examines the methodological challenges of capturing the everyday realities of methods classrooms for teachers and learners and the affordances of using dialogue on observed teaching sessions to gain further insight into each other’s thinking and action. It concludes with lessons learned about methodological and pedagogical processes and an argument about the value of bringing methods and standpoints together in creative dialogue.     

Social and attitudinal determinants of contraceptive choice: Using the health belief model

The factors associated with choice of birth control pills or a diaphragm were examined, using concepts derived from the Health Belief Model (Rosenstock, 1974). Women who visited a suburban family planning clinic completed a self‐administered questionnaire (N— 632) indicating their contraceptive choice, attitudes about different methods of contraception, and perceived threat of pregnancy. Using discriminant function analysis, pill users were distinguished from diaphragm users by (a) their reported perception of greater support from others for using the pill, (b) their reported belief the diaphragm was more inconvenient to use and the pill more convenient, (c) expressing less concern about the pill's side effects, (d) believing they were more protected from pregnancy when using the pill and more susceptible when not using it, and (e) knowing less about contraception in general. They also were younger and more likely to be involved in a committed sexual relationship. Results are consistent with the Health Belief Model and also support the inclusion of a subjective‐norm factor into the model.     

Promoting resilience and emotional well-being of transgender young people: research at the intersections of gender and sexuality

Within lesbian, gay, bisexual and transgender (LGBT) research there is increasing health-related scholarship on trans lives, with a growing awareness of the impact of health inequalities on trans well-being. The aim of the paper is to provide greater understanding of transgender young people’s views of what is needed to promote their emotional well-being and resilience by undertaking specific analysis of data collected as part of wider research with young people (n?=?97). The study utilised participatory qualitative methods with a cross sectional design generating data via a focus group with trans youth (n?=?5), followed by thematic analysis. Findings suggest that both individual and collective capacities or resources enable and sustain resilience and well-being for trans young people. The adversity trans youth face is present in school, the community and in healthcare, but they are able to find places where they feel safe and connected to others. Practitioners, teachers and school nurses are well positioned to facilitate structural change in alliance with trans youth to promote resilience. Research results were utilised to inform health improvement, commissioning and service delivery.     

Troubled hearts,care pathways and hospital restructuring: Exploring health services research as active knowledge

This paper explores the socially active character of contemporary forms of expertise through an institutional ethnographic analysis of health services research. The paper draws primarily on interview research to investigate how health services research helps shape text-mediated relations linking government health-care policy with local reform initiatives. In the paper, I focus on the use of a particular research report by managers, physicians, and others at a community hospital in Toronto, Canada as part of their efforts to standardize and reduce the duration of care provided to heart attack patients. I discuss how, through its intertextual presence, health services research helps to co-ordinate medical and managerial practices and rationalities into medico-administrative relations. I offer two examples of this process. The first focuses on the relations co-ordinated through the textual observance of inefficiency. The second addresses how the report helped resolve the problem of physicians’ resistance to reforming cardiac care. My analysis contributes to current perspectives on the relationship between discourse and action.     

Listening to children: Evaluation of a positive parenting programme through art-based research

This paper presents data from a unique programme evaluation of the parenting programme titled ‘Learning together, growing as a family’ applied in 14 cities in Spain and targeting families at risk of neglectful behaviour. The programme evaluation is based on the voices of children using the qualitative methodology of art-based research. Eighty-six children 6–12 years of age were interviewed in groups. The outcomes of the evaluation reveal that children perceive improvements in the parental competencies of their parents and in themselves and that these changes serve as a catalyst for positive family change.     

Teaching research methods to social work students in India and Australia: reflections and recommendations

This paper draws on the reflections of two social work educators who have, for many years taught research methods to undergraduate and postgraduate social work students in India and Australia. The intent is to suggest measures for enhancing the quality of social work research education. The reflections are embedded in a social justice and human rights framework, privileging the educators’ unique social and cultural contexts and their commitment to engage with indigenous knowledge. The authors recommend effective social work research education requires the educator to draw on a deep understanding of their own context, as well as globally accepted research traditions. Particularly, we encourage research teachers to adopt student-centred approaches that emphasise a broad ‘research mindedness’ (in their students and themselves), building students’ practical capacities and confidence to become effective, research informed practitioners; capable of contributing to their own communities and to the social work profession more broadly.     

Gender as contradiction: From dichotomies to diversity in natural resource extraction

Given the varied nature of resource dependent communities, the gendered experiences of women and men may vary in unexpected and contradictory ways. Building on a review and critique of existing theoretical approaches and studies of US and Canadian extractive resource communities in both the feminist and rural social science literature, we provide an analytical approach to engage with gender in the context of these dramatic changes. Our framework, which integrates key insights from recent feminist theorizing, summarizes emergent constructions of masculinity and femininity in a given context by emphasizing the possible contradictions along three broad lines: material, material-discursive, and discursive.     

Staff Development as a School Climate Intervention to Support Transgender and Gender Nonconforming Students: An Integrated Research Partnership Model for School Counselors and Counselor Educators

ABSTRACT

This article posits that an integrative research partnership model can assist school counselors in addressing the marginalization of transgender students in schools through staff development. A methodological integration of action research and program evaluation through quantitative and qualitative data collection is explained, and a collaborative process is highlighted. A case example is provided to demonstrate the use of the design.     

Problem-Solving and Decision-Making as Central Processes of Family Life:

No abstract available for this article.     

Factors related to meeting physical activity guidelines in active college students: A social cognitive perspective

Objective: To examine the relations of sex, exercise self-efficacy, outcome expectations, and social support with meeting physical activity guidelines (PAGs). Participants: Three hundred ninety-six college students participated in this study in the summer 2013. Methods: Students completed online questionnaires that assessed physical activity behaviors and psychosocial factors (ie, self-efficacy, outcome expectancies, and social support). Students' physical activity profile was categorized as meeting no PAGs, meeting aerobic PAGs only, meeting muscle-strengthening PAGs only, or meeting both PAGs. Results: A multinomial logistic regression revealed that students' sex and psychosocial factors significantly affected the odds of meeting any and all PAGs. Sex significantly moderated the relationship between outcome expectancy and meeting aerobic PAGs and between outcome expectancy meeting muscle-strengthening PAGs. Conclusions: Results indicate that interventions designed to increase psychosocial factors may increase the likelihood of students meeting any and all PAGs. Social support may be especially beneficial for increasing muscle-strengthening activity.     

Using social support levels to predict sexual identity development among college students who identify as a sexual minority

This study examined the impact of five domains of social support (a campus group for individuals who identify as a sexual minority, family, friends, significant others, and faith communities) on eight aspects of sexual minority identity development (identity uncertainty, internalized homonegativity, identity affirmation, acceptance concerns, identity superiority, concealment motivation, identity centrality, and difficulty in the identity development process). Support from a sexuality-specific campus group was the strongest predictor, followed by support from family members. Supports from friends and significant others had no significant impact on any aspect of sexual minority identity development, while faith community support was not correlated with identity development. Identifying as lesbian, bisexual, or as another sexual minority compared to identifying as gay also impacted sexual minority identity development.     

Gender Trouble in Town: Educated Women Eluding Male Domination,Gender Violence and Marriage in PNG

Following Zimmer-Tamakoshi's observations about educated Pacific women not wanting to marry their countrymen, I examine educated Papua New Guinean women's perspectives on marrying Papua New Guinean men. Women in this group avoid marriage because they fear such relationships will destroy their career prospects, compromise their economic and decision-making independence and force them to grapple with male jealousy and violence in the domestic realm. In short, educated Papua New Guinean women perceive partnerships with their countrymen as being more troublesome than they are worth. The women's attitudes and actions suggest an emerging trend with important implications for understanding (both) the relationship between gender and education and intimate relationships in Papua New Guinea.     

Using social network analysis to complete literature reviews: a new systematic approach for independent researchers to detect and interpret prominent research programs within large collections of relevant literature

ABSTRACT

Literature reviews are required at early stages of a traditional research progression. Many systematic approaches help researchers identify relevant literature. However, there is far less support for interpreting large collections of references. Understanding the evolution of knowledge within a discipline requires an awareness of the collaborative networks from which significant advances originate. Unfortunately, this relational awareness is only acquired after years of professional experience. Therefore, early-career researchers are at a fundamental disadvantage when conducting literature reviews. Social Network Analysis (SNA) can make the interpretation of large collections of literature more manageable. This paper provides a method for generating a co-authorship network from reference lists. The partition of the co-authorship network into communities provides a reviewer with direction to organise literature into meaningful groups. The interpretation of seemingly disparate and entangled research programs is far more manageable when interpreting smaller collections of highly relevant literature.     

Using the Americans with Disabilities Act to the advantage of persons with severe and persistent mental illness: what rehabilitation counselors need to know

This article explains central constructs and definitions underlying the Americans with Disabilities Act (ADA) and discusses their implications for persons with severe and persistent mental illness, as well as for rehabilitation counselors working with this population. Focus is placed upon Title I of the ADA, which prohibits discrimination in employment. The article provides a brief review of legislative history relevant to the integration of people with mental illness into public life. It proceeds with a discussion of definitions under Title I of the ADA. Considerations in applying the ADA to assist persons with severe and persistent mental illness in employment are addressed throughout and are discussed in detail in the final section of the article.     

Bringing the border to baby: birth registration as bordering practice for migrant women’s children

ABSTRACT

Babies born ‘out of place’ to migrant mothers pose a challenge to states seeking to restrict access to migration and citizenship. In places as diverse as Texas, Tel Aviv, and Santo Domingo, policymakers have been modifying administrative requirements to limit access to birth certificates for babies born to migrant women with temporary or irregular status as a measure aimed at discouraging their permanent settlement. This raises concerns regarding the gendered ways in which women can be controlled via their reproductive lives when childbirth is made a juncture of migration enforcement, and children’s right to an identity and a nationality violated as a result. Rights advocates are pushing back against this practice using existing human rights frameworks. This article provides an overview of what birth registration as a bordering practice looks like so that scholars, policymakers, and practitioners around the world can recognise and resist it. It focuses on the case of the Dominican Republic’s denial of birth certificates for people of Haitian descent, and an action-research project aiming to facilitate access to the Dominican civil registry for children of mixed couples (migrant mother and Dominican father). It concludes by highlighting the implications for the babies born ‘in between’ – who are at risk of statelessness and other rights violations – and pointing to international frameworks for upholding children’s right to a nationality.     

Limiting labels: Opportunities to learn and college readiness among English language learners

Over a fifth of California's public schools' students have limited access to college and career pathways due to being labeled an “English-language learner (ELLs).” As reported by the California Department of Education, in the 2017–2018 school year, of the over 6.2 million students in California, nearly 1.3 million students are categorized as ELLs. The ELL label states students “whose difficulties in speaking, reading, writing, or understanding English may (my emphasis) limit his or her ability to (1) achieve in classrooms where English is the language of instruction and (2) access opportunities to fully participate in society.” Aligned with deficit thinking models, the US school system interprets “may” as “will” and makes decisions that negatively impact a large body of students across the country. The growing body of research reveals that many with the ELL label have been and continue to be intentionally underserved, limited access to postsecondary education, tracked into low-rigor and stigmatizing course pathways, and are deliberately unsupported to become college-ready, furthering the inequities in education and limiting options for quality k-12 educational experiences. The system becomes blinded by the label and ignores students with ELL labels' abilities and capacities to learn. So how are students with ELL labels supposed to become college-ready, let alone career-ready? For the purposes of this critical literature review, I will focus on exploring the existing structures that define “college-readiness” and the disparities created by the intentional tracking of students with the ELL label in comparison to their non-ELL peers.     

Lay and professional knowledge in social work: reflections from ethnographic research on child protection

This paper is concerned with the discursive interaction of lay and professional knowledge in the practice of social workers. The contention is that identifying discrete sources of knowledge—such as evidence-informed materials—may be less important for explaining how social workers guide their practice than recognising the effect of the discursive interaction of lay and professional knowledge within organisational culture. The example used for this discussion is child protection work, with a particular emphasis on how practice can be seen to be gendered. In the course of making this overall argument, the paper draws on academic debates about the nature of knowledge in professional work and discusses lay and professional knowledge as revealed through ethnographic research carried out in a social work team in the UK.