Rose Lindsey,John Mohan,Elizabeth Metcalfe,Sarah Bulloch: Continuity and Change in Voluntary Action: Patterns,Trends and Understandings

VOLUNTAS: International Journal of Voluntary and Nonprofit Organizations -     

Variance Function Regression in Hierarchical Age-Period-Cohort Models: Applications to the Study of Self-Reported Health

Two long-standing research problems of interest to sociologists are sources of variations in social inequalities and differential contributions of the temporal dimensions of age, time period, and cohort to variations in social phenomena. Recently, scholars have introduced a model called Variance Function Regression for the study of the former problem, and a model called Hierarchical Age-Period-Cohort regression has been developed for the study of the latter. This article presents an integration of these two models as a means to study the evolution of social inequalities along distinct temporal dimensions. We apply the integrated model to survey data on subjective health status. We find substantial age, period, and cohort effects, as well as gender differences, not only for the conditional mean of self-rated health (i.e., between-group disparities), but also for the variance in this mean (i.e., within-group disparities)-and it is detection of age, period, and cohort variations in the latter disparities that application of the integrated model permits. Net of effects of age and individual-level covariates, in recent decades, cohort differences in conditional means of self-rated health have been less important than period differences that cut across all cohorts. By contrast, cohort differences of variances in these conditional means have dominated period differences. In particular, post-baby boom birth cohorts show significant and increasing levels of within-group disparities. These findings illustrate how the integrated model provides a powerful framework through which to identify and study the evolution of variations in social inequalities across age, period, and cohort temporal dimensions. Accordingly, this model should be broadly applicable to the study of social inequality in many different substantive contexts.     

The Effect of 21st Century Military Service on Civilian Labor and Educational Outcomes

I estimate the effect of military service during the Afghanistan and Iraq wars on civilian labor and educational outcomes using several empirical methodologies including sibling fixed effects and propensity score matching. Since military occupations and training have changed significantly in the past few decades, these effects may be different than those found in previous studies on veterans of earlier theaters. I find that veteran status increases civilian wages by approximately ten percent for minorities but has little or no effect on whites in this regard. Veterans of all demographic groups are found to be equally employable and equally as satisfied with their civilian occupation as non-veterans. For females and minorities, veteran status substantially increases the likelihood one attempts college. These veterans are found to be more apt to pursue and obtain a two year (associate’s) degree instead of a four year (bachelor’s) degree. Lastly, I find mixed evidence that veteran status increases the likelihood of public sector employment.     

Facilitating the Transition from Student to Social Worker: Challenges of the Younger Student

Abstract

The transition from student to social worker is a process which social work educators cannot control but can facilitate. Through classroom and field instruction faculty assumer responsibility of preparing students' professional knowledge, skills, and values; however, our responsibilities should extend beyond curriculum delivery. Drawing on Schlossberg's (1984) model of transitions, this article discusses two primary factors which affect the younger student in transition—developmental needs and the external environment—and strategies for assisting in the transition through intervention in academic advising and teaching roles.     

Preparing Social Work Doctoral Students for Teaching

The results of a national survey of 51 social work doctoral program directors indicate that, although the majority of doctoral programs include preparation for teaching as a program objective, they offer limited formal course work and few opportunities for supervised teaching experiences. The authors discuss the results of this survey and make recommendations for better preparing social work doctoral students for their roles as teachers.     

Books Received

In addition to acting as teachers, social work educators can play many other roles in relation to their students—including sexual partner, friend, therapist, or employer. Combining the role of instructor with one of these other roles may lead to ethical violations and dilemmas. This article urges educators to consider their power differential and the potential for harm to their students before entering a dual relationship. It reviews the NASW Code of Ethics and relevant literature about dual relationships in practice and in academia; discusses examples of dual relationships in social work education; and formulates questions for educators to use in assessing ethical practice.