Does Higher Education Cause Religious Decline?: A Longitudinal Analysis of the Within‐ and Between‐Person Effects of Higher Education on Religiosity

Although there is ample empirical evidence of the associations between higher education and various aspects of religiosity, the causal mechanisms producing these associations remain unclear. I use four waves of longitudinal data, with respondents ranging in age from 13 to 29, to model the within‐ and between‐person effects of higher education on several measures of religiosity. The results show that earning a bachelor's degree is associated with within‐person declines in some but not all measured aspects of religiosity, which partially supports the argument that higher education causes religious decline. The results also suggest that those predisposed to attending religious services self‐select into higher education, that relatively religious youth in general self‐select into nonelite colleges, and that those with low levels of religious belief self‐select into elite universities. These findings further understanding of the associations between social class and religion, particularly the causal effects of higher education.     

Seen and heard but how well informed? Children's perceptions of the guardian ad litem service

This paper is an account of a study which explored children's perceptions of the guardian and litem service and their experiences of public law proceedings. Whilst generally children felt positive about the service they received, in areas such as their attendance at court, who had access to the information they gave to their guardians, the arrangements made in regard to expert witnesses and the ability of guardians and the courts to influence care plans, a number of strong themes emerged. These are described and the implications of these findings for guardians and other professionals who practice in the field of family law are considered. Copyright © 2001 John Wiley & Sons, Ltd.     

Marriage or Carriage? Trends in Union Context and Birth Type by Education

Using data from 8,951 first‐time mothers in the National Survey of Family Growth, the authors analyzed trends in union contexts during the transition to motherhood by social class (proxied by maternal education). Conventional classifications of union contexts as married or cohabiting were extended by classifying births relative to union status at conception. The most conventional married birth type, in which the mother was married at conception and at birth, declined sharply, but only among low‐ and moderately educated women. Women with lower levels of education were instead more likely to have a birth in the context of a cohabiting union formed prior to conception. In 2005–2010, the adjusted probability of a low‐educated mother having a conventional married birth was 11.5%, versus 78.4% for highly educated mothers. The growing disparity in union type at first birth by social class may have implications for social and economic inequality.     

Acculturation Identity and Higher Education: Is There a Trade‐off Between Ethnic Identity and Education?1

This paper examines the role of identification to home and host cultures on the pursuit of higher educations for individuals with immigrant backgrounds. Identity is defined according to a two‐dimensional acculturation framework based on strength of identification to both ethnic background cultures and the majority culture. Results indicate that integrated men that identify with both the majority and the background culture are associated with higher probabilities of completed tertiary educations than men that identify only with the majority culture as well as men with weak affiliations to both background and majority cultures. These results hold despite controls for early education outcomes and socioeconomic status. No systematic differences in higher educational attainment by identity are found for women once differences in early education are accounted for. These results put into question the premise of oppositional identities, i.e., a trade‐off between ethnic identity and higher educational achievement.     

Whose results are these anyway? Reciprocity and the ethics of “giving back” after social network research

Bridging the social networks, field methods and ethics literatures, I make the case that the process of reporting research findings is an ethical issue, and recommend elevating it in the research design. I draw on a reflective account of three research experiences with settings in, respectively, online health communities, economic organizations, and the mainstream media. I proceed in steps, discussing release of personal network results to individual participants, of whole network results to the researched community, and finally of general results to wider audiences, under a unifying idea that a reciprocity obligation underlies the reporting process. I claim that communication should follow an iterative rather than a linear approach to reach all relevant stakeholders, thereby mitigating the vulnerabilities that arise from research.     

How Effective is Peer Education in Addressing Young People’s Sexual and Reproductive Health Needs in Developing Countries?

This review article questions the assumptions at the core of peer education interventions adopted in young people’s sexual and reproductive health programmes in developing countries. Peer education is a more complex and problematic approach than its popularity with development agencies and practitioners implies. Its rise to prominence is more indicative of the desire to find effective tools to address the HIV/AIDS pandemic, than of peer education’s proven effectiveness. The often simplistic model of social relations that underlies peer education interventions leads to the reinforcement of gendered power relations, and a failure to take account of the social dynamics of poverty. The dominant rationales for peer education are examined and contested. In spite of the mismatch between rhetoric and experience, the appeal of the approach remains powerful, stemming largely from the objective of engaging young people in health interventions in a way that increases their autonomy and capacity .     

Service user or service provider? How social work and human services students integrate dual identities

Students studying undergraduate social work and human services (SWHS) degrees may have used health and human service agencies, before and during their university education. Using services provides them with insights that are useful for professional practice. However, this article identifies that they experience a fear of shame and stigma revealing this during their studies. In examining interview data from 15 undergraduate SWHS students they recounted how they integrated their experience of being a service user into their professional development. It is argued that insider knowledge of services can provide them with valuable insights for practice. Students spoke about how positive experiences motivated them to study and provided models of effective practice, exemplifying its potential power to assist those in need. Negative experiences of service use can also be beneficial for learning what ‘not to do’. Although students found the experience of service use invaluable, they felt it was never acknowledged within the curriculum. Consequently, students interviewed in this study identified service users as ‘others’. They feared disclosing their own use of services due to perceived shame and stigma. Failing to provide opportunity for students to integrate their service user experience into their professional development creates a false dichotomy which does not acknowledge the intersection of these dual identities.     

Connected in Seattle? An exploratory study of student perceptions of discipline and attachments to teachers

How do students' perceptions about their treatment in school differ along racial and gender lines?     

Are They Deterred by Welfare? Digging into the Drivers of Highly Skilled Temporary and Long-term Migrants in Europe

Literature researching the drivers of highly skilled migration (HSM) often prioritizes labor market returns to education and downscales the importance of public welfare. This article develops an innovative empirical strategy which allows us to see how a selection of pull factors attracts temporary and long-term educated migrants in Europe. To do so, we built a unique longitudinal contextual dataset merging information from the European Labor Force Survey (2000-2014) with selected Eurostat and OECD country indicators. Country-fixed effect time series allow us to concentrate on cross-country effects. Our evidence suggests that returns to education attract temporary HSM and long-term stayers equally. However, it is also shown that public welfare and taxation operate differently for these two groups and do not deter long-term residents. Our article proposes revisiting the assumption that HSMs are mere income maximizers. As we argue, long-term HSM may well be attracted by generous welfare setups.     

Education in times of conflict and the invisibility of disability: a focus on Iraq?

Education has come to be a key focus of the humanitarian response of international agencies in countries affected by conflict, but disabled children tend to be excluded from these education initiatives. Yet the reconstruction process can provide governments with a unique opportunity to reassess the way they educate disabled children, and consider moving towards more inclusive educational approaches. Indeed, crises can be seen as opportunities to ‘build back better’. A review of the limited literature is followed by an account of a disability study in Iraq, and reflections on the way forward for collaborative research on educational reconstruction in post-conflict societies.     

False security or greater social inclusion? Exploring perceptions of CCTV use in public and private spaces accessed by the homeless

It has been well documented that owing to the vulnerability inherent in their situation and status, the homeless experience high rates of harassment and criminal victimization. And yet, the question of whether CCTV surveillance of public and private spaces – so frequently viewed by the middle classes as a positive source of potential security – might also be viewed by the homeless in similar ways. Within the present paper, I address this issue by considering the possibility that CCTV might be seen by some homeless men and women as offering: a) a measure of enhanced security for those living in the streets and in shelters, and; b) to the extent that security is conceived of as a social good, the receipt of which marks one as a citizen of the state, a means by which they can be reconstituted as something more than ‘lesser citizens’. To test these ideas, I rely on data from interviews conducted with homeless service users, service providers for the homeless, and police personnel in three cities. What is revealed is a mixed set of beliefs as to the relative security and meaning of CCTV.     

Can service innovations be procured? An analysis of impacts and challenges in the procurement of innovation in social services

This paper addresses the challenges that arise when service innovations are being promoted through public procurement. The academic and policy debate on public procurement of innovation has recently been very vivid, but it has mostly focused on procurement of technologies and tangible goods while considerably less attention has been paid to public procurement of innovation in services. By drawing on conceptual tools from the literature on service innovation and public procurement of innovation, the paper examines an empirical case of procurement of social services for substance abusers carried out by the city of Helsinki, Finland. In particular, the article analyzes whether the characteristics of services and service innovation are compatible with processes and requirements of public procurement. The article shows that service innovations can be procured, but the features of services and service innovation such as intangibility, interactivity, and difficulty to measure the impacts of new services affect the procurement process and set particular requirements for it.     

What is the role of e-technology in mental health services and psychiatric research?

In this article, the role of e-technology is explored, with an emphasis on the advantages and disadvantages of its use for health care and mental health research. E-technology is broadly understood to include the Internet and related information technologies, and in recent years, its use has grown rapidly. The Internet is a major source of health information, and there is potential to deliver enhanced services through this medium. In addition, e-technology's role in future mental health service delivery and research will continue to expand as increased numbers of consumers, caregivers, health professionals, and the general population go online, particularly as the technology is refined and made even more user friendly.     

Does the age of offenders and victims in crime scenarios affect perceptions of crime seriousness and punitiveness among students?

The extent to which the age of the offender or the victim influences respondents' respective evaluations of crime seriousness and punitiveness has rarely been studied. This study hypothesizes that evaluations of the severity of offenses with intrapersonal and interpersonal social implications and the estimation of their punitiveness will be more serious when the offenses are performed by younger than by older offenders and less serious when they harm younger as opposed to older victims. Results from 129 undergraduate students who were administered the Multidimensional Social Transgressions Scale (MSTS) confirm the hypotheses. The findings are discussed in light of crime theories, social theories, and ageism studies.     

Reversal of Fortunes or Continued Success? Cohort Differences in Education and Earnings of Childhood Immigrants1

Using several years of Canadian census data, this study examines cohort differences in educational attainment and earnings among childhood immigrants who arrived in Canada between 1960 and 1989. Successive cohorts of childhood immigrants had increasingly higher university completion rates than their Canadian-born peers by age 25–34. We find that this lead was tempered by declining earnings of immigrant parents relative to Canadian-born parents, particularly among the 1980s cohort. Despite rising university completion rates, wages of male (but not female) childhood immigrants lagged behind those of their Canadian-born peers. This gap can be accounted for largely by the rising share of members of racial minority groups and the decreasing incidence of full-time employment.     

Being Confined within? Constructions of the Good Childhood and Outdoor Play in Early Childhood Education and Care Settings in Ireland

This study is based on a study of the experience of the outdoors in early childhood education and care settings in Ireland. Central to the analyses are the inter‐linkages drawn between constructions of a ‘good’ childhood, and children’s ‘need’ for outdoor play, as well as the contradictions which arise around competing discourses of safety and protection versus play and autonomy in the structuring of children’s everyday lives. The findings indicate that the outdoors is increasingly marginalised in young children’s everyday experiences. Conclusions are drawn with reference to the implications for the development of real and meaningful outdoor play experiences for children in early childhood education and care settings.