The Role of Family Income in the Intergenerational Association of AFDC Receipt

Daughters from low‐income families who did not receive Aid to Families with Dependent Children (AFDC) are compared to daughters from low‐income families who did receive assistance to better account for family income in the intergenerational association of AFDC. The research models the timing of a daughter's first birth and, for those who become mothers, the number of years a daughter receives any AFDC. Women whose families received AFDC during their childhood are more likely to receive AFDC as adults relative to those women whose families did not receive AFDC. Controlling for family income in a more careful and comprehensive way than past research explains part but not all of the effects of childhood AFDC receipt. Among daughters from chronically poor families, however, parental AFDC use is not associated with additional years of AFDC participation. Although the present research cannot confirm or deny a causal role for parental welfare use, the intergenerational transmission of financial resources does explain part of the intergenerational association of welfare use.     

The Conversation of Scholarship

Abstract

At its core, scholarship is a long, threaded, multiparticipant conversation. Scholars, students, librarians, and publishers all are engaged. There are side conversations addressing specific fields and larger conversations asking probing questions about the nature of scholarship as a whole. Librarians’ contributions to the broader conversation have not always accounted for our side conversations, among ourselves or with other participants. Our choices in acquisitions, our choices in services, even our choices in library job titles and responsibilities signal and shape the scholarly conversation in ways that are often opaque. It is imperative that we openly acknowledge the influence and impact of our side conversations to ensure our full participation in the conversation of scholarship.     

Introductory Statistics Textbooks and the GAISE Recommendations

The six recommendations made by the Guidelines for Assessment and Instruction in Statistics Education (GAISE) committee were first communicated in 2005 and more formally in 2010. In this article, 25 introductory statistics textbooks are examined to assess how well these textbooks have incorporated the three GAISE recommendations most relevant to implementation in textbooks (statistical literacy and thinking; use of real data; stress concepts over procedures). The implementation of another recommendation (using technology) is described but not assessed. In general, most textbooks appear to be adopting the GAISE recommendations reasonably well in both exposition and exercises. The textbooks are particularly adept at using real data, using real data well, and promoting statistical literacy. Textbooks are less adept—but still rated reasonably well, in general—at explaining concepts over procedures and promoting statistical thinking. In contrast, few textbooks have easy-usable glossaries of statistical terms to assist with understanding of statistical language and literacy development. Supplementary materials for this article are available online.     

How Latinos Are Transforming the United States: Research, Theory, and Policy

The United States is entering a new era, a period marked by some important demographic changes in the composition of the population, most especially significant increases in the Latino and Latino immigrant segments of society. These population shifts require corresponding interpersonal, organizational, and structural changes. The present issue bridges research and theory across disciplines and includes studies incorporating a variety of methodologies to examine these important areas. These articles begin to fill some of the voids where a systematic and robust corpus of knowledge is lacking. The contributions address topics ranging from issues of identity and interpersonal relations to pressing matters of educational significance to general approaches to navigating the cultural transitions that mark fluid transnational adaptations. Finally, each contribution delineates the policy implications resulting from the processes and literatures that are examined.     

Classroom sex composition and first-grade school outcomes: The role of classroom behavior

Using nationally representative data from the Early Childhood Longitudinal Study-Kindergarten Cohort (N = 21,409; 10,452 girls and 10,957 boys; mean age = 7.24 years), the association between first-grade classroom sex composition (CSC), measured as the percentage of female students, and end of the year academic (reading, mathematics) and socio-emotional (externalizing problems, internalizing problems, self-control, interpersonal skills) outcomes was examined. Using multilevel modeling techniques and controlling for prior achievement levels, CSC was positively associated with children’s reading achievement at the end of first grade; students performed better in reading in classes with a higher percentage of female students. CSC was also associated with three of the socio-emotional outcomes; controlling for prior levels, students in classrooms with a higher percentage of girls had better self-control and interpersonal skills and fewer internalizing problems. Classroom behavior mediated the effects of CSC on reading achievement and the socio-emotional outcomes. Implications for the composition of first-grade classrooms are discussed.     

To Refer or Not to Refer: Exploring Family Therapists' Beliefs and Practices Related to the Referral of Lesbian,Gay, and Bisexual Clients

This study explored how negative beliefs toward lesbian, gay, and bisexual (LGB) individuals and LGB clinical competence influenced family therapists' beliefs and practices regarding referring based on the sexual orientation of the client. The sample consisted of 741 experienced clinicians. The results of this study indicated that the majority of the participants believe it is ethical to refer LGB clients; however, most had never made such a referral. Furthermore, participants who had referred based solely on the client's sexual orientation reported higher levels of negative beliefs toward LGB individuals and lower levels of LGB clinical competence. Finally, negative beliefs toward LGB persons not only predicted the practice of referring, but also the belief that it is ethical to refer an LGB client.     

Family structure and income inequality in families with children, 1976 to 2000

Using 24 years of data from the March supplements to the Current Population Survey and detailed categories of family structure, including cohabiting unions, I assess the contribution of changes in family structure to the dramatic rise in family income inequality. Between 1976 and 2000, family structure shifts explain 41% of the increase in inequality, but the influence of family structure change is not uniform within this period or across racial-ethnic groups. In general, the estimated role of family structure change is inversely related to the magnitude of the changes in inequality. Furthermore, by including cohabitation, I find lower levels of total inequality and a weaker role for demographic shifts in family structure for trends in income inequality.     

Sexual Hookups and Adverse Health Outcomes: A Longitudinal Study of First-Year College Women

“Hookups” are sexual encounters between partners who are not in a romantic relationship and do not expect commitment. We examined the associations between sexual hookup behavior and depression, sexual victimization (SV), and sexually transmitted infections (STIs) among first-year college women. In this longitudinal study, 483 women completed 13 monthly surveys assessing oral and vaginal sex with hookup and romantic partners, depression, SV, and self-reported STIs. Participants also provided biological specimens that were tested for STIs. During the study, 50% of participants reported hookup sex and 62% reported romantic sex. Covariates included previous levels of the outcome, alcohol use, impulsivity, sensation seeking, and romantic sex. Autoregressive cross-lagged models showed that, controlling for covariates, hookup behavior during college was correlated with depression, Bs = .21, ps < .05, and SV, Bs = .19, ps < .05. In addition, precollege hookup behavior predicted SV early in college, B = .62, p < .05. Hookup sex, OR 1.32, p < .05, and romantic sex, OR 1.19, p < .05, were associated with STIs. Overall, sexual hookup behavior among college women was positively correlated with experiencing depression, SV, and STIs, but the nature of these associations remains unclear, and hooking up did not predict future depression.