GLOBALIZATION AND KNOWLEDGE HIERARCHY THROUGH THE EYES OF A QUIZ SHOW

The study compares the quiz show Who Wants to be a Millionaire in seven countries – America, Germany, Italy, Russia, Poland, Israel and Saudi Arabia. Through content analysis of 1,888 questions that were collected from 65 programs, this work aims to ascertain the extent of globalization and the structure of knowledge hierarchy, as they find expression in a successful international television format. Three cultural profiles emerge: American, western European and eastern European, which also characterizes the Arab world. The American model features a high percentage of questions on light entertainment and a low amount of language questions. Quizzes from west Europe offer a high proportion of language questions and a medium amount of questions on light entertainment. The Arab quiz and quizzes from east Europe are noted for keeping a higher amount of questions on history and language and a low proportion of questions on light entertainment. In terms of knowledge hierarchy, in all the countries, academic knowledge yields higher prizes than everyday knowledge.     

Medical and Social Dynamics of College Women's Interactions with Their Gynecologists

Using data collected from twenty in-depth interviews with female college students from SUNY Geneseo, a small selective public college in western New York, this paper examines the nature of college women's clinical interactions with their gynecologists. The author focuses on the female patient's role as a passive participant. The general finding was that, although some women do take an active role in the clinical interaction, most readily accept the doctor's authority and their own vulnerability without question. A majority of the interviewees reported that they did not have any questions for their gynecologist and stressed their own focus on "just getting it [the exam] over with," while those who did report asking questions characterized themselves as exceptionally strong women. The author offers possible explanations for the women's disinterest and discusses the implications for the women's health movement.     

Cross-Cultural Adaptation of the Female Genital Self-Image Scale (FGSIS) in Iranian Female College Students

The aim of the present study was to investigate the psychometric properties of a translated and culturally adapted Iranian version of the Female Genital Self-Image Scale (FGSIS-I) in a sample of college women. Further, the relationship between women's self-image, body appreciation, sexual functioning, and gynecological exam behavior was explored. A sample of 1,877 female students from five different universities across Qazvin and Tehran completed the Female Sexual Function Index (FSFI), the Body Appreciation Scale (BAS), the Rosenberg Self-Esteem Scale (RSES), the FGSIS-I, and a gynecological exam behavior questionnaire. Good to excellent internal consistency reliability, test-retest reliability, and convergent and construct validity were found. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) both provided a two-factor structure for the FGSIS-I. The validity of the FGSIS-I in predicting gynecological exam behavior of college women was tested using structural equation modeling (SEM). The final model accounted for 33% of the variance in gynecological exam behavior (p < 0.01). In conclusion, the FGSIS-I was found to be a highly valid and reliable instrument to assess female genital self-image in Iranian women.     

Evaluating the Efficacy of Traditional and Web-Assisted Instruction in an Undergraduate Social Work Practice Class

SUMMARY

This article addresses the dearth of research utilizing a quasi-experimental design and student performance measures in assessing web-assisted instruction in social work undergraduate practice courses. Social work students were randomly placed into two sections of a practice course. The experimental section (n = 18) students received 50% of course lectures with web-assisted instruction while the comparison class (n = 18) received identical lectures delivered in traditional face-to-face format. There were no statistically significant differences on assignments, the midterm exam and a final videotaped exam project between the two sections. These results suggest students in an undergraduate social work practice course learn similarly regardless of course format.     

A LARGE-SCALE,ASYNCHRONOUS, WEB-BASED MSW COMPREHENSIVE EXAM ADMINISTRATION: OUTCOMES AND LESSONS LEARNED

Described is the administration and outcomes of an asynchronous, Web-based, comprehensive exam covering MSW foundation curriculum. Over a 48-hour period of test availability, 198 students completed the 4-hour-long exam composed of 100 randomly generated questions. Significant differences in student performance across college locations were found. A post-examination survey found a large majority of students were able to easily access the online exam, found the testing tool easy to use, and were able to complete the comprehensive exam with little difficulty. The future use of online assessment for the comprehensive exam was supported by 87% of respondents.     

Teaching the history of women in sociology: Or Dorothy Swaine Thomas,wasn’t she the woman married to William I.?

One characteristic of feminist scholarship is the attention paid to the lost history of women in a wide variety of arenas. This interest stems from the insight that history is a social construction. As such, it is likely influenced by sexist assumptions. This train of thought led to the author’s interest in the possibility that sexism had biased both the opportunities for women in the past and the way the history of sociology had been conceived. This article describes an effort to explore these questions in an undergraduate research seminar. The article describes a variety of means the author used to unveil these problems with her students, and to engage them in asking new questions, reading standard sociological materials in critical ways, and working toward the creation of a less biased understanding of the history of sociology. The reactions of the students and professor, and the products of this course are specified. This course is one of many examples of the way feminist questions and perspectives have the potential for transforming sociology. Shulamit Reinharz is an associate professor of society at Brandies University and the author ofOn Becoming a Social Scientist (Transaction 1984). Her recent articles in feminist sociology focus on such areas as the meaning of miscarriage, the integration of gerontological and feminist theory, an analysis of the ideology of socialist Zionist feminist, Manya Wilbushewitz Shohat, and an overview of the work of Mirra Komarovsky.     

GENDER DIFFERENCES IN EXPERIMENTAL WAGE NEGOTIATIONS

We examine behavioral gender differences and gender pairing effects in a laboratory experiment with face‐to‐face alternating‐offers wage bargaining. Our results suggest that gender differences in bargaining behavior are role‐dependent. We find that women obtain worse bargaining outcomes than men when they take on the role of employees, but not when they act as employers. Differences in bargaining outcomes can be explained by the bargaining parties' initial offers and counteroffers. We do not find evidence for behavioral differences between men and women in the process of alternating offers after first offers and counteroffers are made.(JEL J16, C78, C91)     

Prevalence of Sexual Trauma History Using Behaviorally Specific Methods of Assessment in First Year College Students

There are several challenges associated with evaluating the prevalence of sexual trauma, including child sexual abuse and adult sexual assault. The aim of this study was to assess sexual trauma prevalence rates among first year college students (N = 954) using behaviorally specific questions and a more representative recruitment sample that did not rely on self-selection. Participants completed a list of sexual trauma questions, including general questions containing labels such as “rape” or “abuse” as well as behaviorally specific questions that describe specific behaviors that qualify as sexual trauma without labels. Results indicated that 6.7% of the sample reported at least one incident of child sexual abuse, with similar rates for men and women. Women were more likely to report a history of adult sexual assault, which was reported by 12.4% of the total sample. Participants were also more likely to endorse a history of sexual trauma when answering behaviorally specific rather than general “label” questions. Women survivors in particular were more likely than men to identify their experiences as abuse/assault (66.7% versus 21.1% for child sexual abuse), which may help explain prevalence differences between men and women in prior research. Men may be less likely than women to label their experiences as abuse and may be underidentified in sexual trauma research without the use of behaviorally specific questions. Overall, the results of this study suggest that the prevalence of sexual trauma is better assessed using behaviorally specific questions and that this is an important topic of study among both men and women.     

A test of Palmore's Facts on Aging Quizzes as alternate measures

In 1977, Palmore constructed the first Facts on Aging Quiz (FAQ1) in order to inspire students' interest in the topic of aging and to provide a short objective test on the subject. After the broad acceptance of this first quiz, Palmore produced a second, retest version Facts on Aging Quiz (FAQ2). The quizzes were designed to measure basic knowledge of physical, mental, and social facts about old age and aging as well as common misconceptions. We test Palmore's proposition that FAQ1 and FAQ2 can be used as alternate measures of knowledge about aging. Our analysis of data from a sample of nurses contradicts his claims that the quizzes are alternate measures.     

Licensure as a Dilemma for Social Work Education: Findings of a National Study

Abstract

This paper reports on the first national survey to study the perceptions of MSW social work faculty of the relationship between licensing examinations and social work education. A non-random sample of 242 faculty from 39 systematically selected accredited schools from all states with licensure responded. The questionnaire focused on the impact of the national licensure examination on teaching, curriculum, and students. Among the major findings was that students are perceived as regarding the licensure exam as important to the profession and significant to their future. Faculty, however, only take the examination into consideration in the advisement process. Generally, they are unfamiliar with the examination's content, and they disregard it in curriculum development and in teaching.     

Timing Matters: Test Preparation,Race, and Grade Level1

This article explores which students engage in formal preparation for college entrance exams (e.g., SAT tutoring). Despite significant national attention to test prep, we know little about who participates—apart from emerging research supporting popular opinion about income inequalities in access to prep classes and tutors. Using data from the National Household Education Survey (2007), I evaluate the impact of general demographic, student‐level, and school variables on the likelihood of prep. A key finding of these analyses is that pooling high school students can obscure differences in participation in test prep by grade. The likelihood of prepping increases for each grade, with 42% of 12th graders but only 8% of 9th graders participating. Black non‐Hispanic students are more likely to participate in test prep, and there are also significant interaction effects of race and grade level on prep, with black 11th graders having the highest predicted probability of prep. Student and parent involvement are statistically significant across most models, but with relatively small substantive association. I argue that test prep is a time‐sensitive variable, and raise theoretical questions about similar variables in cross‐sectional data that represent time‐sensitive events or processes.     

Effects of an Integrative Field Seminar for MSW Students

Integrative field seminars can help students with the difficult task of integrating learning between field and class. Are the seminars effective? We compared one cohort of MSW students who were required to attend an integrative field seminar (n = 101) with another cohort that was not offered a seminar (n = 147). We questioned each cohort at the end of the generalist practicum about skills and attitudes we thought the seminar would enhance. Students who attended a seminar reported better critical thinking, more identification with the profession, and more satisfaction with their field education. However, they were similar to students without a seminar on 10 other skills, including evaluations by their field instructors.     

Divorced Parents’ Qualitative and Quantitative Reports of Children's Living Arrangements

We use data from a sample of divorced parents in Wisconsin (N = 1,392) to examine how parents describe their children's living arrangements. When the children spend substantial time in both parents’ homes, both parents are less likely to use the phrase live with to describe living arrangements. When children spend most nights with their mother, mothers are more likely than fathers to state that the children live with their mother. Together, these findings suggest that family researchers no longer can rely on simple questions to capture complex living arrangements. We need clearer and more careful question wording and, in some instances, follow‐up questions to accurately describe where children live.     

Women,crimes, and judicial dispositions: A comparative examination of the female offender

Utilizing records from the Seattle Police Department, we explored questions of a new “masculinized” female offender and a “chivalrous” criminal justice system. Crime‐specific arrest statistics provided a means to study both questions. Arrest statistics were recoded three separate ways: according to traditional views of the “masculinity” of an offense; legalistic crime categories; and seriousness ratings. These three categories were compared by sex across a four‐year period. Comparisons of final dispositions provided the basis of a final look at the “chivalry” issue. The findings suggest that females are not making great inroads into either traditionally masculine crimes or crime in general, and while there is little in the data to suggest prejudicial treatment based on sex, chivalry is supported by certain arrest and disposition rates.     

Immigrants’ Children’s Transition to Secondary School in Italy

Choosing a secondary school represents an important step in the lives of students in Italy, in that it has a strong bearing on their ultimate educational achievement and labor force trajectory. In this article, we analyze the effect of generational status and length of residence on the transition to secondary school among immigrants living in Italy. Using data from the ITAGEN2 follow‐up, we analyze scholastic results from the middle school final exam and the choice of secondary school among the adolescents in Italy. Children of immigrants are more likely to have inferior outcomes on the middle school exam and to enroll in vocational and polytechnic schools. Our multivariate results indicate that, after controlling for the family’s human capital and other key background factors, immigrant students show greater propensity to choose a vocational path. Differences between immigrants and natives in secondary school tracks are also manifested when previous scholastic results are taken into account.     

Union Dissolution and Mobility: Who Moves From the Family Home After Separation?

We investigate which partner of a 2‐gender couple moves out after separation. We test hypotheses on the impact of differences between the partners in the costs of moving out and resources, using data from the Divorce in the Netherlands survey (N = 1,537 ex‐couples who separated between 1972 and 1998). Ex‐partners initiating the separation were more likely to leave, as were those for whom a new partnership was a reason for the separation. An ex‐partner with custody of children was less likely to leave, as was an ex‐partner with more resources. A woman was less likely to leave when the joint children no longer lived at home or when the partnership had been longer lasting.     

The urban bias of socioeconomic development in Sudan: the case of women's education

This study examines women's educational achievements in the Sudan. Data were obtained from the Ministry of Education on students who took the Sudanese Secondary Certificate Examination in 1991. Findings indicate that 9% of female students compared to 8% of male students took the exam and entered secondary schools. Females constituted a greater percentage in urban and rural areas; however, females were more likely to be admitted into higher education in urban areas. In 1991, 9% of urban girls and only 6% of rural girls were admitted into higher education. The poorer performance is attributed to more negative attitudes toward women's education in rural areas, which results in less time spent studying and poorer quality of rural education. In 1989, only 24.5% of students at Khartoum University were students from rural areas; in 1990, 27% came from rural areas. It is stated that educational policy and practices should be amended to account for the rural inequalities. Continuation of imbalances is likely to lead to unbalanced socioeconomic development.     

College Major Choice in STEM: Revisiting Confidence and Demographic Factors

Using national freshman survey data, the authors examined confidence and background variables (e.g., gender, minority status, parental occupation) as predictors of science, technology, engineering, and mathematics (STEM) major choice. Logistic regression analyses revealed that students were more likely to choose STEM majors if they had strong confidence in mathematics and academic areas and had parents with STEM occupations. Although female students were unlikely to choose a STEM major, African American and Latina/o students were equally as likely to choose a STEM major as were White or Asian American students. Findings suggest that students' confidence level in their academic and mathematics abilities makes a significant difference in their initial STEM major choice. Study findings could assist educators, counselors, and policy makers in their efforts to promote student choice of STEM‐related majors and careers.     

Teaching Note—Preparing Doctoral Students to Confront the Grand Challenges: Strengthening Baseline Statistical Skills

We describe a statistical seminar designed to provide a common foundation in core statistical concepts among all students as they enter a social work PhD program. Student feedback surveys assessed students’ statistics preparation prior to entering the program, and pre- and posttests were compared for increases in statistical knowledge. Nearly half (42.1%) reported no prior statistics training, and exposure to IBM SPSS Statistics software was low (M=1.54 out of 5, SD=1.38). Students showed significant gains in posttest knowledge. Findings suggest substantial variability in students’ statistical preparedness, and for many, knowledge of basic concepts is rudimentary. Such a seminar may allow programs to begin with more advanced quantitative course work and move to increasingly more complex topics over time (e.g., multilevel modeling).     

YOUNG “STARS” IN ECONOMICS: WHAT THEY DO AND WHERE THEY GO

We construct a data set of job flyouts for junior economists between 2013 and 2018 to investigate three aspects of the market for “stars.” First, what is the background of students who become stars? Second, what type of research does the top of the market demand? Third, where do these students take jobs? Among other results, we show that stars are more likely to be international and male than PhDs overall, that theoretical and semi‐theoretical approaches remain dominant, that American programs both produce the most stars and hire even more, that almost none are hired by the private sector, and that there is a strong shift toward having pre‐PhD full‐time academic research jobs. (JEL A11, A12, A23, J24)