The role of savings and wealth in reducing ‘wilt’ between expectations and college attendance

‘Wilt’ occurs when a young person in high school expects to attend college but does not do so shortly after graduating. In this study we find that youth with no savings account in their own name are more likely to experience wilt than any other group examined. In multivariate analysis, young people who expect to graduate from a four-year college and have an account are approximately six times more likely to attend college than those with no account. Teens who expect to graduate from a four-year college and have designated a portion of their savings for college are approximately three times more likely to attend college than those with no account. Additionally, when savings are taken into account, academic achievement is no longer a significant predictor of college attendance. Policy implications are discussed.     

A Framework of Asset-Accumulation Stages and Strategies

Based on a study with 298 low-income participants, we propose that asset accumulation occurs in 3 stages. In the first stage (reallocation), current resource inflows exceed current outflows. To do this, people reallocate resources from consumption or leisure. In the second stage (conversion), people may convert resources from liquid to illiquid forms. In the third stage (maintenance), people resist temptations to dissave. We theorize that people adopt psychological and behavioral strategies to achieve these objectives. Putting psychological and behavioral strategies together with the stages of reallocation, conversion, and maintenance results in 6 strategy groups. We provide real-world examples of each strategy group and discuss implications for encouraging account ownership among the unbanked, improving asset-accumulation programs, and improving financial education.     

Review Essay: Globalization and Its Discontents: Qualitative Research on the Second Industrial Divide

Qualitative Sociology -     

Perceptions of survivors of loss by homicide: opportunities for nursing practice

Ten adult family members of homicide victims were recruited to participate in interviews describing their experiences related to the loss of their loved ones. A phenomenological approach was used to guide data collection and analysis, resulting in the identification of four major themes. Participants described intense emotional responses and grief complicated by the suddenness, violence, and intentionality of the homicide; engagement in activities that both buffered the emotional effects of the loss and helped them purposefully integrate it into their lives; the strengthening and dissolution of relationships; and a transformative, perpetually evolving post-homicide experience that was viewed as "healing" and that was influenced by many factors. Implications of these findings for research and nursing practice are discussed.     

Internet use, abuse, and dependence among students at a southeastern regional university

OBJECTIVE: To assess Internet use, abuse, and dependence. PARTICIPANTS: 411 undergraduate students. RESULTS: Ninety percent of participants reported daily Internet use. Approximately half of the sample met criteria for Internet abuse, and one-quarter met criteria for Internet dependence. Men and women did not differ on the mean amount of time accessing the Internet each day; however, the reasons for accessing the Internet differed between the 2 groups. Depression was correlated with more frequent use of the Internet to meet people, socially experiment, and participate in chat rooms, and with less frequent face-to-face socialization. In addition, individuals meeting criteria for Internet abuse and dependence endorsed more depressive symptoms, more time online, and less face-to-face socialization than did those not meeting the criteria. CONCLUSIONS: Mental health and student affairs professionals should be alert to the problems associated with Internet overuse, especially as computers become an integral part of college life.     

Gatekeeping Policies: Terminating Students for Nonacademic Reasons

Abstract

This article reports findings from a national survey of MSW programs on the situations or behaviors that led them to develop or consider developing policies for nonacademic-based student terminations. The authors describe the most common behaviors reported, analyze the policy and procedure documents submitted by the MSW programs, and make recommendations based on their analyses.     

The Abused and Neglected Foster Child: Determinants of Emotional Conflict and Oppositional Behavior

Behavioral and emotional problems have been observed in emotionally vulnerable children in foster care under certain circumstances. A common pattern involves the unpredictable appearance of a previously absent or unavailable natural parent. Such an occurrence precipitates the reawakening of the child’s ambivalent feelings toward both natural and foster parents as well as their fears of abandonment. This frequently leads to behavior that is oppositional and difficult to manage. If the foster parents find the child’s behavior unmanageable, and if they are not provided with appropriate professional support during this difficult period, a crisis often follows that precipitates the child’s removal from the foster home. Individual, familial, and systemic contributions to this dilemma are discussed" This article emphasizes the origins and nature of the intrapsychic dilemma faced by these children. Particular emphasis is placed on the manifestations of a conflict of loyalty, in the child, and its relationship to the oppositional behavior of these children in foster care. Additional considerations include the impact of inconsistent parenting, abuse and neglect by the natural parents, the assumption of a parental role by the child and a concomitant renunciation of the child’s dependency needs, as well as an examination of the role of the foster parent’s fantasy of what it will be like to parent a traumatized child.