A longitudinal study of the effects of a university human sexuality course on sexual attitudes

This study tested the hypotheses that students taking a university human sexuality course will have different attitudes over a 2‐year period than students not taking such a course, and more accepting attitudes toward the sexual behaviors of others, over a 2‐year period, than toward their own sexual behavior. Sexual attitudes of 127 human sexuality class students and 114 control class students at the University of Northern Iowa were measured at the beginning of class (pretest), the end of class (posttest), and 2 years after the end of class (follow‐up). There were no pretest differences between the treatment and control groups in university classification, marital status, political affiliation, religious affiliation, sex, age, grade point average, or sexual attitudes. Both hypotheses were supported. Human sexuality students developed more accepting attitudes and became more accepting of behaviors for others compared to behaviors for self. Control group students developed less accepting attitudes and became less accepting of behaviors for others compared to behaviors for self. The sex of the students and the session they attended class were also found to influence sexual attitudes.     

Student Attitudes,Knowledge, and Skill Related to Research Training

Thirty-two first year graduate social work students were tested at the beginning and end of the academic year to determine the differences between those with undergraduate research courses and those with no past research instruction in terms of knowledge, skills, and attitudes, as well as changes in both groups. Results showed no significant differences in the amount of change between the two groups and past research instruction did not predict competency in research A positive change was noted in attitudes related to research knowledge, skills, and interest in the total group.     

Social Factors Affecting Antitransgender Sentiment in a Sample of Greek Undergraduate Students

Objectives: This study examined the attitudes of Greek undergraduate students toward transgender individuals to identify specific social variables as predictors of negative attitudes. Based on previous research, it appeared that gender, political conservatism, religiosity, and sexual prejudice are useful variables to examine in predicting attitudes toward transgender individuals. The sample (N = 238) consisted of undergraduates at various departments of major universities in Athens, Greece. Methods: The Genderism and Transphobia Scale (GTS) was used along with the Attitudes Toward Lesbians and Gay Men Scale (ATLG) and a brief demographics questionnaire. Results: Correlation analysis showed that negative attitudes toward transgender individuals were positively associated with religiosity, frequency of attendance at religious services, political designation, gender, and sexual prejudice. Regression analysis revealed mainly gender and secondly sexual prejudice (as measured by the ATLG) to be independent predictors of attitudes toward transgender individuals. Conclusions: The findings shed light on the current status of undergraduate students’ attitudes toward transgender individuals and reveal important variables that affect these attitudes in a specific sociocultural environment.     

Research in the Undergraduate Curriculum: A Survey

Directors of and faculty teaching research/statistics in undergraduate social work programs were surveyed to (1) determine research requirement for undergraduates; (2) characterize those faculty teaching research; and (3) ascertain directors' and faculty perceptions of student attitudes toward research. Results revealed that most undergraduate programs required from 3 to 6 semester hours in research; course objectives varied widely from program to program; sociology faculty taught most of the research courses; and students were perceived as being negative toward research. Findings generally were consistent with prior surveys of MSW programs and practitioners. Dilemmas in teaching research are discussed.     

Social Work Practice in Mental Health: An Introduction

The results of empirical research suggest that the ability to assess, regulate, and utilize emotions is important to the performance of health professionals. Nevertheless, few professional programs adequately address this matter in their curricula. The main objective of the present research was to examine whether emotional intelligence and empathy could be improved in the traditional classroom, employing experiential teaching modes. Pre- and post-questionnaires were used to assess the emotional competencies of 165 social work undergraduate students. The results indicated an increase in emotional intelligence at the end of a course for advanced-year students. Overall empathy had not increased for both first- and advanced-year students. Further findings indicated significant correlation between empathy and emotional intelligence at the end of a course for advanced-year students compared with an insignificant correlation at the beginning of the course, whereas for first-year students, findings were in the opposite direction. Future research should focus on strategies for the teaching and professional training of social workers that promote emotional competencies.     

Perceptions of and Reactions to the Homeless: A Survey of Fourth-Grade,High School,and College Students in a Small Midwestern Community

A total of 459 fourth-graders, high school students, and undergraduates completed a Homelessness Questionnaire developed for use in this study. Although participants generally expressed positive and supportive attitudes toward the homeless, attributing homelessness to either social maladjustment (e.g., drug problem) or negative characteristics (e.g., laziness) within the homeless was positively associated with “fear of and anger toward the homeless” for all groups of participants. In addition, perceptions of and reactions to the homeless were influenced by both the participants’ gender and age group. Although high school and college students’ interest in helping the homeless was associated with various attitudes and reactions (e.g., feelings of sympathy/support), their indication that they had ever helped homeless people (either directly or indirectly) was consistently associated only with the acknowledgment that their mother and father had ever helped homeless people (either directly or indirectly). Among these older participants, homelessness in the United States was rated as a more serious problem at the end of the questionnaire than at the beginning.     

Mexican American Challenge to a Sacred Cow,by Deluvina Hernandez. Aztlan Publications,Chicano Studies Center,University of California,Los Angeles, 1970. 60 Pages

This study explored the attitudes of MSW students (N?=?147) toward transracial adoption and included an investigation of the students' personal experiences that may affect their attitudes. Statistical analyses revealed that although the majority of students supported the practice of transracial adoption, a number of students gave neutral responses to several items related to transracially adopted children's ethnic identity, likely indicating a lack of awareness of the consequences of transracial adoption. White students were more likely than students of other racial groups to support the practice of transracial adoption. Personal experiences, such as dating interracially and supporting interracial dating, appeared to affect students' attitudes toward transracial adoption. Limitations and implications for social work education and research are discussed.     

Predictors of positive development in first-year college students

ABSTRACT

Objective: Emerging adulthood is an important phase in the transition to adulthood. Emerging adults experience minimal social control and incomplete development of executive functioning leaving this age-group at risk for misusing this newfound independence. Hence, it is important to understand pathways to support positive development (PD) outcomes. In this study, we examined the relationship between participation in civically engaged learning and PD among first-year college students. Participants: First-year college students (N = 225) were surveyed during the 2012–2013 academic year. Methods: Students were surveyed on measures of PD and engaged learning prior to the beginning (initial survey) and at the end of the first year (final survey) of their undergraduate education. Stepwise linear regression was used to examine the influence of engaged learning on PD outcomes. Results: Engaged learning during the academic year predicted flourishing and students' civic frequency. Also, faith-affiliation and parents' civic frequency contributed to students' civic frequency. Conclusions: Our interpretation of the findings suggests that engaged learning and family role modeling may promote PD among first-year undergraduate students.     

When Does Race Matter? Race,Sex, and Dating at an Elite University

This paper unites quantitative and qualitative data from the College Social Life Survey (n = 732) to describe and explain patterns of racial homophily in undergraduate sexual/romantic relationships at an elite university, a closed social setting. It expands the literature on interracial romantic unions by comparing homophily in hookups (uncommitted sexual interactions), dates, and long‐term relationships. Although this population embodies many characteristics associated with greater racial mixing (youth, education, status equality, geographical proximity, racial diversity, independence from family), racial homophily is still strongly evident. Variation in levels of homophily among relationship types and among racial groups is explained by differences in desired homophily, social network segregation, and participation in formal race‐based student organizations. Black students are particularly socially isolated.     

EXPLAINING COMFORT WITH HOMOSEXUALITY AMONG SOCIAL WORK STUDENTS: THE IMPACT OF DEMOGRAPHIC,CONTEXTUAL, AND ATTITUDINAL FACTORS

While recent research explores the determinants of homophobia among college students, only a few studies look at the perceptions of homosexuals among social work students. Unfortunately these rare studies generally present a modest list of predictor variables or small sample sizes. To address this gap, this research explores the ways in which undergraduate social work students (N=748) from 12 colleges feel about homosexuality. In doing so, the work initially delineates the extent to which future social workers feel comfortable being around gay and lesbian persons. The work then explores the impact of specific social statuses, educational processes, and ideological beliefs. In the end, the role of homosexual peers is emphasized, as are the effects of familial attitudes, the perceived cause of homosexuality, conservative religious maxims, traditional gender role beliefs, and anxieties over AIDS.     

Role of Gambling Media Exposure in Influencing Trajectories Among College Students

In the study, a model of the relationship between mass media depictions of gambling and subsequent gambling attitudes and behavioral intentions of college students was developed. A survey was conducted with 229 undergraduate students (79.5% female, mean age = 20.5, SD = 2.04) enrolled in three different communication courses at a large southeastern university. Through structural equation analysis, the six hypotheses of this study were analyzed using the method of maximum likelihood with AMOS 6. The model was consistent with the hypotheses that media exposure impacts gambling attitudes and behavioral intentions both positively and negatively, depending on the valence of the gambling depiction. Theoretical and practical implications of mass media exposure and gambling behaviors are discussed, and future research directions are outlined.     

A psychoanalytic study of contraception

The purpose of this study was to evaluate three sets of predictors of attitudes toward homosexuality: (a) anti‐black and orthodox religious attitudes, (b) sexual permissiveness, and (c) the effect of an introductory human sexuality course. Significantly more positive attitudes were expected for those holding more positive attitudes toward blacks and those who were more sexually permissive. A negative relationship was expected for those holding orthodox religious attitudes. Furthermore, information from a college course in human sexuality was expected to produce positive attitude change toward homosexuality. A survey instrument consisting of several scales and indexes measuring the aforementioned variables, as well as several indexes of sexual behavior, was administered to 194 students in a human sexuality course and 120 students in an introductory psychology course. Results showed significant regression coefficients for anti‐black attitudes and religious orthodoxy, confirming the predictions. Sexual permissiveness did not significantly add to the prediction of attitudes toward homosexuality, although the Pearson correlation was significant, r = .19 (p < .05). The experimental group showed significantly greater change in attitude toward homosexuality than the control group, F(1, 291) = 23.70, p < .001. A fourth objective was to assess sex differences on a series of sexual behavioral indexes. Results show a number of significant differences suggesting that sexual behavior still reflects a double standard in U.S. society.     

Fostering and Assessing Critical Listening Skills in the Speech Course

In this article we present the results of two listening assessments conducted in spring 2013 and fall 2013. Our primary goal is of a pedagogical nature and is concerned with the design and the testing of a tool that could measure students’ critical listening skill improvement during the span of a semester. A total of N = 370 students participated in two quasi-experimental studies in which we developed a program to foster and measure critical listening skills. Results show that students’ listening skills improved in specific aspects of critical listening at both times. Effects were larger in the second round due to adjustments to both the course curriculum and the assessment tool. Results support the impact of the intervention by modest to high effect sizes and the construct validity of the assessment tool. We consider the improvement that was found in the current study an important beginning and recommend that the practice of listening skills becomes an integral part of the curriculum at the undergraduate level.     

Are Psychology University Student Gamblers Representative of Non-university Students and General Gamblers? A Comparative Analysis

Students recruited from psychology undergraduate university populations are commonly used in psychology research, including gambling studies. However, the extent to which the use of this subpopulation produces findings that can be extrapolated to other groups is questionable. The present study was designed to compare results from university-recruited psychology student gamblers to those obtained from a sample of gamblers recruited from the general population that also included students. An online survey measuring gambling behavior and Internet gambling, attitudes and knowledge about gambling and problem gambling severity was posted on websites accessed by gamblers. Participants were recruited from two sources, a psychology undergraduate university population (n = 461) and online websites (n = 4,801). Results showed university-recruited students differed significantly from both adults and students recruited from the general population in respect to demographic variables and gambling behavior. Psychology undergraduate students were younger, more likely to be female, and had lower incomes. When relevant demographic variables were controlled, psychology undergraduate students were found to gamble less frequently, at different times, and to be at lower-risk for gambling-related problems, but had more irrational beliefs and more negative attitudes towards gambling than gamblers recruited from the general population. Results suggest that caution should be used in extrapolating findings from research using university-recruited psychology student gamblers to wide community populations due to differences related to gambling thoughts, attitudes and behaviors.     

Attitudes toward poverty among exit students of undergraduate social work programs in eight Latin American countries

What is the attitude of Latin American undergraduate social work students toward poverty? An earlier study from Europe and other countries worldwide found that most graduating social work students who participated in the research were clear about the socio-structural causes of social problems such as poverty. Still, no data on this topic is available for Latin American countries. The aims of this study were: (1) to describe and to compare eight Latin American graduating undergraduate social work student groups regarding their attitudes toward poverty, as measured by two scales: Causes of poverty scale and Ways of dealing with poverty; and (2) to discuss some of the implications of the study for social work education and practice. Using a quantitative transnational-comparative design, a total sample of 525 nonrandomly selected, graduating undergraduate social work students from eight Latin American countries responded to a self-administered questionnaire. An individualistic attitude to understanding and to dealing with poverty emerged in the majority of the student groups. Multivariate procedures and inferential analyses demonstrated variations across the student groups. Implications for social work education and practice are discussed.     

Racial/Ethnic Minority Vocational Research Trends: An 11‐Year Update

This study extends Flores et al.'s ( 2006 ) 36‐year analysis of racial/ethnic minority (REM) career research to identify recent trends in choice of topics and leading individual and institutional contributors. The authors identified 166 articles on REM career research published from 2005 to 2015 in the Journal of Vocational Behavior, The Career Development Quarterly, the Journal of Career Assessment, and the Journal of Career Development. Of these studies, 92% were empirical, with more than three quarters of these using quantitative rather than qualitative methodology. Most frequently, the empirical studies (n = 153) were based on samples of high school (30.7%) or undergraduate (34.6%) students. The authors discuss the implications of their findings and suggest ways to expand REM career research in the future.     

Mental health literacy,stigma, and help-seeking behaviors among male college students

Objective: Mental health literacy (MHL) is low in college-aged men potentially resulting in impaired mental wellbeing. This study assessed MHL, psychosocial determinants, and help-seeking behaviors among male university students. Participants: Male undergraduate and graduate students were surveyed in Spring 2017 (n = 1,242) at a large southeastern university in the United States. Methods: Preexisting validated scales for MHL, psychosocial determinants, and help-seeking intention were used in measurement and demographic variables were collected. T-tests and one-way ANOVA were performed to measure differences between groups. Results: Participants showed low scores for all constructs with statistically significant differences between undergraduate and graduate students, as well as between races and major classifications. Undergraduate men had moderate MHL and low intentions to seek professional care. Conclusions: Interventions focusing on increasing mental health knowledge and improving beliefs can improve MHL among male college students. Further, interventions should be tailored for racial groups and major classifications.     

Gender and White College Students' Racial Attitudes

New forms of racial attitudes among whites, including racial resentment, help to uphold institutionalized inequalities in the United States. As a way to dismantle institutionalized forms of racial inequalities, colleges and universities have implemented various curricula and programs designed to expose students to diversity and reduce social inequalities. This study attempts to uncover the extent to which college experiences affect levels of racial resentment among white students, with emphasis on whether the effects differ for women and men. Findings from a representative sample of students at a large Midwestern university revealed that white men showed higher levels of racial resentment than white women and that their attitudes were significantly affected by many college experiences. By contrast, white women are less affected by aspects of their college experience.     

Oral Cancer Risk Behaviors Among Indiana College Students: A Formative Research Study

Objectives: In fall 2004, the authors used a survey to assess the knowledge, attitudes, motivations, and behaviors of college students relative to oral cancer prevention to inform development of targeted prevention programming. Participants: A convenience sample of 1,003 undergraduate students at one public university in Indiana participated. Methods: Discriminant function analysis was employed to analyze participants' motivations; perceived risks; individuals who influence participants' alcohol, tobacco, and marijuana use; and factors that facilitate and discourage use. The study sample was divided into users and nonusers to differentiate between groups and predictor (discriminating) variables. Multiple regression analysis was used to determine the extent to which participants' knowledge, attitudes, peer perceptions, sex, age, and ethnicity contributed to participants' combined alcohol, tobacco, and marijuana use behaviors. Results: With 2 exceptions, discriminant function analysis (p < .01) correctly categorized user status (ie, nonusers vs combined users of alcohol and cigarettes; nonusers vs combined users of alcohol, cigarettes, and marijuana) by the predictor variables. Multiple regression analysis to determine whether independent variables predicted combined drug use generated significant (p < .01) results across all combined use behaviors. Conclusions: Multiple oral cancer prevention program options along with additional formative research efforts were suggested by study results.     

The Role of Contact and Information in Racial Attitude Change among White College Students*

While much research has been done on the determinants of change in prejudice among whites, relatively little is known about the process of change in contemporary racial attitudes, variously described as symbolic racism, laissez‐faire racism, or color‐blind racism. This article uses data from a sample of white college students to examine the impact of intergroup contact and exposure to information about racial issues on changes in contemporary racial attitudes and feelings toward blacks (a key component of prejudice), using Pettigrew's (1998) model of the process by which contact produces change in racial attitudes. Results provide support for Pettigrew's model, showing while contact is important in changing whites’ feelings about blacks, both contact and exposure to information about race are important predictors of changes in contemporary racial attitudes. A comparison of longitudinal and cross‐sectional models of contemporary racial attitudes suggests that contact, especially in setting with “friendship potential,” has an impact on attitudes both directly and indirectly, through providing avenues through which racial information can be obtained as well as by providing motivation to pay attention to it.