Differences in Tobacco Use Among Two-Year and Four-Year College Students in Minnesota

Abstract

Objective: This study compares tobacco use rates among two-year and four-year college students and explores the demographic variables that predicted that behavior. Participants: 9,931 students at 14 two-year and four-year colleges in Minnesota participated. Methods: Students at 11 schools completed an online survey, and students at 3 schools completed a paper survey in 2007. Results: After controlling for sex, age, ethnicity, relationship status, hours of work per week, and number of school credits, attending a two-year college predicted current and daily smoking (odds ratio [OR]) = 1.70, 95% confidence interval [CI] = 1.52–1.89; OR = 3.47, 95% CI = 2.94–4.11) and smokeless tobacco use (OR = 1.65, 95% CI = 1.32–2.06; OR = 1.64, 95% CI = 1.06–2.53). Conclusions: Although two-year college students comprise approximately two fifths of the college student population, surveys of college student tobacco use have focused nearly exclusively on four-year college students. Two-year college students should represent a priority population for tobacco control because attending a two-year college predicts increased tobacco use.     

Participation of sociologists at two-year and four-year colleges in the American sociological association

This paper assesses the effects of Council’s 1988 commitment to increasing participation in ASA of faculty at two-year and four-year colleges. An extensive check of records from 1983 to 1994 shows that sociologists in two-year and four-year colleges: (1) now occupy about the same percentage of slots in the Annual Meeting as ten years ago, though the amount of participation by four-year college sociologists has increased significantly (due to the expanded size of the program); (2) are increasingly involved in ASA governance, though a large portion of the participation is confined to a small number of committees; and (3) are now more likely to serve on ASA Journal Editorial Boards, though much of the increased participation has occurred on only a couple of journals for sociologists in four-year colleges and on only one journal for those in two-year colleges. Whether increased participation is better understood in absolute or relative terms is discussed.     

A cohort analysis of female labor participation rates in the U.S. and Japan

Aggregate data of female labor participation rates in U.S. and Japan, classified by period and by age, are decomposed into age, period, and cohort effects using innovative Bayesian cohort models that were developed to overcome the identification problem in cohort analysis. The main findings are that in both countries, age effects are the largest and period effects are the smallest; in both countries, age effects are roughly consistent with life-cycle movements expected by labor economics, but the negative effects of marriage and/or childbearing on women?’s labor supply in Japan are much larger than those observed in the U.S.; and in both countries, upward movements of cohort effects during 1930s–1960s were found. However, cohort effects are larger for the U.S. than for Japan. All the cohort results are roughly consistent with the marriage squeeze hypothesis and the Easterlin hypothesis.     

Token resistance to sexual intercourse and consent to unwanted sexual intercourse: College students’ dating experiences in three countries

The purposes of this study were to extend the research conducted by Muehlenhard and her colleagues (e.g., Muehlen‐hard & Hollabaugh, 1988) on token resistance to sex and to consider a second form of sexual miscommunication, consent to unwanted sex. We examined the incidence of these forms of sexual miscommunication among both women and men and in three different cultures: the United States, Russia, and Japan. Survey data were collected from 1,519 unmarried college students (970 from the U.S., 327 from Russia, and 222 from Japan). Contrary to the stereotype that only women engage in token resistance to sex, men also reported that they had been in situations in which they had said no to sex while desiring it. In the U.S. only, a greater proportion of men than women have engaged in token resistance to sex. Rates for consent to unwanted sex also varied by gender and culture. American women had the highest rate of consent to unwanted sex. The importance of collecting cross‐cultural data on sexuality and intimacy is discussed.     

Collective Bargaining and Community College Faculty: What Is the Wage Impact?

Studies that measure the impacts of collective bargaining on the salary of faculty in two-year colleges are limited. Most studies of faculty unions have used data that combine faculty in both two-year and four-year institutions. Recent work has demonstrated that past estimates of the impacts of unions on full-time faculty salaries in higher education suffer from multiple data, methodological, and statistical problems. This paper addresses these deficiencies, and the results support the claim that collective bargaining increases faculty salaries in two-year institutions, though by less than previously documented.     

Sex,Educational Differentiation,and Occupational Status: Analyzing Occupational Differences for Community and Four-Year College Entrants*

Based on the Fames data, the author analyzes how the differentiation of higher education into sectors affects current occupational status among a homogeneous age population. The sample consists of young men and women ten years after high school graduation. Past studies analyzing correlations between educational level and occupational status virtually ignore the effects of community college attendance. Most earlier work defines school quality solely in terms of per-pupil expenditures, but these studies fail to account for the complexity of the higher educational system in the United States today. My research shows that the type of first college entered is a significant variable in analyzing differences in occupational status, even when holding constant variations in ability, socioeconomic background, and college goal. The average status of four-year college entrants' jobs is almost 12 points higher on the Duncan scale than the status of community college entrants' jobs. Community college entrants suffer an occupational penalty, compared to four-year college entrants, even when controlling for years of education.     

Economic returns to community and four-year college education

Differences in earning ability among college entrants 10 years after high school graduation are analyzed by type of first college entered, sex, and race. The average age of the sample is 27. Type of first college entered is a significant variable in understanding differences in earning ability for college entrants with ability, socioeconomic background, and college goal constant. The rate of return for each additional year of education for four-year college entrants is 7.9%; for community college entrants, 5.4%. The author argues that community college education and four-year college education cannot properly be treated as homogeneous and that researchers analyzing economic returns to education need to take into account both kind of first college entered as well as the number of years of education acquired.     

Transition and the community college: a Career Keys model for students with disabilities

Transition models are needed that address multiple phases in the postsecondary education of students with disabilities. These models must first address the recruitment of high school students with disabilities for community colleges through career exploration experiences that help students clarify their educational and vocational interests and relate those interests to a two-year postsecondary program. Students with disabilities then need a comprehensive service program while attending community college to help them identify accommodation needs in classroom and workplace environments and develop the skills to request such accommodations from their instructors and employers. With this skill base, they are well prepared to initiate the next transition in their lives, that is, the movement from the community college to a four-year educational institution or to employment. Programs are needed to facilitate this transition, such as a placement planning seminar involving rehabilitation professionals and employers and an accommodation follow-up assessment with students in their new educational and employment settings. The "Career Keys" model describes how to deliver the services needed in each of these critical transition phases.     

Student and Institutional Characteristics as Determinants of the Prompt and Subsequent Four-Year College Graduation of Race and Sex Groups*

Recent national data were used to examine the impact of individual and institutional level variables on the ability of race and sex groups to complete a four-year college promptly (i.e., within three to four consecutive years) versus six to seven years after having entered college in 1972 or 1973. The results showed that black students were less successful than whites in prompt and in subsequent four-year college completion. In addition, males were far less successful than females in completing college on schedule. Initial race and sex differences favoring whites and females remained when examining subsequent college graduation rates. The magnitude of the race and sex disparities was reduced, however, when taking these rates into consideration. In addition, the proportion of blacks and males completing their B.A. degree increased substantially when college re-entry rates were examined. This finding indicates the importance of including college re-entry rates when describing the educational attainment of students. College grade performance was a major determinant of prompt and subsequent college completion for all race and sex groups. In addition, high school rank was an important determinant of prompt graduation for white males and prompt and subsequent graduation for black females. Attending a private college had a significant positive effect on prompt college graduation for white and black males but no significant effect for females; however, attending a selective college did not have a significant effect on prompt or subsequent graduation for any of the four race/sex groups examined.     

Public relations and business responses to the civil rights movement

During the 1950s and 1960s, U.S. civil rights protesters targeted businesses with demands for service, jobs, and equality. Employing historical method, this study considers the role of public relations by examining magazine, newspaper, and public relations trade press coverage of business responses to the civil rights movement. The analysis shows that, although all five motivations for the adoption of the formal public relations function—profit, legitimacy, recruitment, agitation, and advocacy—were present, business was slow to respond; that riots and concerns about corporate image drove business to take a public stand; and that professional public relations participation appeared to be minimal even as it was cited in press stories as a reason for the failure of many business initiatives. In addition, the analysis demonstrates the existence of a sixth motivation: fear.     

The association between sensation seeking and e-cigarette use in Texas young adults: A cross-sectional study

Objective: To examine the associations between sensation seeking and ever and current e-cigarette use in Texas young adults (18–29 years old). Current cigarette use was examined as a potential effect modifier of the associations. Participants: Participants included college students enrolled in four-year and two-year colleges in four metropolitan areas in Texas (n = 5,418) who completed the survey between November 2014 and February 2015. Methods: This cross-sectional study utilized mixed effects logistic regression to determine the associations between mean sensation seeking scores and ever and current e-cigarette use after controlling for covariates. Results: After controlling for covariates, significant associations between sensation seeking and both ever and current e-cigarette use were observed; however, these associations were significant for noncurrent smokers only (adjusted odds rations [AOR] = 1.55, 95% confidence interval (CI) = 1.39, 1.73; AOR = 1.82, 95% CI = 1.54, 2.15, respectively). Conclusions: Sensation seeking is an important factor in identifying college students who may be at increased risk for e-cigarette use behaviors.     

Screening for Alcohol Problems Among 4-Year Colleges and Universities

Abstract

Objective: To assess the use of alcohol screening tools across US colleges. Participants: Directors of health services at 333 four-year colleges. Methods: An online survey was conducted regarding the use of alcohol screening tools. Schools reporting use of formal tools were further described in terms of 4 tools (AUDIT, CUGE, CAPS, and RAPS) that the authors judged to be the most favorable based on prior empirical comparative studies. Results: Forty-four percent of colleges reported use of at least 1 formal alcohol screening tool and nearly all of these used a tool appropriate for college students. However, less than half of the 44% of colleges that used a screening tool used 1 of the 4 most favorable tools. Conclusions: Continued efforts are needed to encourage colleges to use the most effective available screening tools to identify alcohol-related problems that require intervention among students.     

The Role of High School Connections to Colleges in Adolescents' Transitions to Higher Education

With most adolescents now aspiring to graduate from college, assisting students in making the transition has become a key institutional function of high schools. Information about the application process is especially important for college entrance as admissions criteria are localized. Gaining access to information is one of the most important benefits of social capital. This study asks whether high schools with more connections to colleges are more successful in helping their students gain admission to college and, in particular, to selective four-year colleges. This study investigates the effects of having connections to colleges at a high school on students' college entry. This study also shows that actions taken by individual families bring about a contextual effect of a high school on the college selectivity that students attended in the same high school. These effects also mediate the relationship between school socioeconomic composition and enrollment in selective colleges.     

Contingent Work Rising: Implications for the Timing of Marriage in Japan

Employment has become increasingly precarious in developed countries, meaning that, for many young adults, jobs provide neither benefits nor security, more work is part time, and employers are increasingly hiring workers from temporary help agencies and contract companies rather than as employees of their own company. These changes in employment relations have profound effects on gender roles and on family transitions of young adults, especially young men and in particular in countries such as Japan, where there are rigid family norms and the male‐breadwinner tradition still prevails. The authors examined the effects of the experience of non‐regular work on the timing of marriage and whether this differs by sex. Using recent life history data from Japan, they found that men working in non‐regular jobs are especially likely to postpone marriage. The implications of the growth of precarious work for changes in work and family institutions in Japan are discussed.     

Local implementation of disability policies for “high incidence” disabilities at public schools in Japan and the U.S.

This study examines educators' responses to the local implementation of national special education policy changes for children with “high-incidence,” (mild cognitive and behavioral) disabilities. Sensitized by a sociocultural, developmental perspective, we examined Japanese and U.S. national educational policies for the support of children with high incidence disabilities and their implementation in local public schools. Twenty-six Japanese and 18 U.S. elementary school educators participated in individual interviews and discussed their experiences and perceptions of special education policies and their local implementation. Educators in both countries expressed common challenges, specifically, balancing legal requirements with everyday practices, adjusting to policy shifts, and negotiating support for children within and outside of their classrooms. Yet their experiences were culturally nuanced reflecting 1) relatively flexible (Japan) or fixed (U.S.) legal requirements, 2) shifts to more specialized (Japan) or more classroom-based (U.S.) support, and 3) established practices of classroom-based support (Japan) or pull-out support (U.S.). These cultural differences are examined in historical and sociocultural contexts, and implications are discussed for educators, social work practitioners, and policy makers in both Japan and the U.S.     

College Women's Career Self-Efficacy and Educational Environments

This study examined the relationship between the composition by sex of women's high school and college environments as well as the sex of their selected influential teachers in each of these settings and their reported self-efficacy in careers judged traditional or nontraditional for women. Two hundred and seventy-four junior and senior female students from both single-sex and coeducational private liberal arts colleges served as participants. Results indicated no main effects for composition by sex of an institution, or the sex of influential teachers, nor were there any significant two-way interactions. Two significant (p > .05) three-way interactions did emerge, however. One indicated that nontraditional career self-efficacy was predicted by a single-sex high school and college environment with either no high school influential teacher or the choice of a male one. The second predicted three-way interaction indicated increased nontraditional career self-efficacy by students attending single-sex high schools and colleges and choosing a male college influential teacher.     

Mechanization and Changing Skill Requirements of Production Jobs*

Using two sets of U. S. Census data and information from the U. S. Employment Service, this study analyzes the effects of mechanization on skill requirements of blue collar jobs, assessing changes in the distribution of employment in these jobs by race and gender. The results are discussed in the context of high and low levels of mechanization change. Although there was a tendency for mechanization to lower the skill requirements of production work, changes among labor force subgroups are found to differ substantially. Black males increased in high skill jobs regardless of whether these jobs were in industries undergoing high or low rates of mechanization. Females and white males tended to increase more sharply in low skill work, especially in the industries which had high rates of mechanization.     

Contests for Professional Status: Community College Faculty in Sociology

Community colleges are playing an increasingly important and visible role in higher education in the United States. However, the additional attention to community colleges has not produced the same degree of recognition regarding the importance and needs of the faculty within those institutions, who make up about 27 percent of all faculty members nation-wide. This article examines factors influencing the professional status of community college faculty. We argue that understanding the position of community college faculty in higher education today depends upon understanding that professional status is a dynamic and contested terrain, rather than a series of static characteristics. Following Abbott’s (1998) analysis of the efforts of librarians to achieve professional status, we consider how the changing structure of higher education in the United States may impact community college faculty as professionals, both positively and negatively. As one example of community college faculty raising their issues within a discipline-wide professional organization, we examine the current state of community college faculty with the American Sociological Association (ASA). We consider potential status changes for community college faculty in sociology within the context of the broad threats to the professional status of faculty across the higher education landscape. Paradoxically, these threats might result in an opening for efforts by community college faculty to improve their professional status, perhaps in coalition with faculty in other sectors of higher education.     

高职院校兼职专业教师队伍建设研究

职业院校双师型教师队伍建设,宏观上看是专兼职两支教师队伍的建设问题,微观上看是职业院校教师个人的专业素质问题。所谓双师型教师,既要有一定的教学能力,又要有一定的专业能力,高职院校应参照这样的要求培养自己的教师队伍。不管是专任教师还是兼职教师,在教师的专业素质要求上,应该是同一标准。     

Promiscuous Intimacies: Rethinking the History of American Casual Sex

Casual sex has become a cultural commonplace since it was named in the 1960s and later became associated with the US college sex phenomenon of “hooking up”. However, contemporary accounts of this sexual practice are curiously lacking in historical perspective. This article explores this modern history, both before and after uncommitted, non‐romantic, sexual encounters – sex for sex's sake – were named as casual sex. It agues that studies that contrast the increased “sexual possibilities” of hookup sex to the assumed restrictive practices of an earlier era distort both the restrictions of the earlier period and the freedoms of the latter.