Sources of Bias in the Recall of Self‐Generated Data: The Role of Anchoring1

This study examines two issues. First, we assess the reliability of employment data self‐generated by respondents using a survey panel of 280 firms surveyed in 1999 and again in 2002. Our results show that there is a close correlation between self‐generated and archival secondary data. Second, we test for bias in the recall of previous years' employment levels and the sources of such bias. We assess three reasons for recall bias: respondent‐level factors; firm‐level factors; and anchoring. Our regression results indicate that: owners and new respondents; those in firms that changed legal status and/or location; those in smaller firms; and those in growing or declining firms were biased in their recall of prior employment. In addition, growing firms tended to underestimate their growth, which points to anchoring as an explanation for these biases. These biases imply that we have to be careful in delineating performance measures and cautious about how we interpret self‐generated managerial information.     

Understanding the World of High School Sociology: Views from an Insider

Haven been placed in the unique position of teaching high school sociology at the same time when a renewed interest from professional sociological associations led to a revival of scholarly research on the topic, a commitment from professional sociological associations, my insiders view from the high school classroom and from various professional sociological association committees, I offer my insights as well as the direction future research on high school sociology might take to enhance the efficacy of teaching at that level.     

African American Lesbian and Bisexual Women

This article explores the convergence of racism, sexism, and heterosexism in the lives of African American women, particularly lesbian and bisexual women, and its effects on the development of their sexuality and sexual identity. Specifics of this discussion focus on African American women, however, the struggles reflected in their development of a personal identity exemplify the kinds of struggles that most women of color encounter. These struggles are reflected in the need to negotiate a dominant culture that devalues women, people of color, and lesbians; the need to master and integrate the cultural derivatives of one's own ethnic group; the need to manage relationships with family, community, and partners; and the need to form a consolidated personal identity.     

Bullying in Schools: A Plea for Measure of Human Rights

Bullying is the most pervasive form of aggression in schools and as such has attracted much international attention. Although the Olweus Bullying Prevention Program has been shown to be moderately effective in reducing bullying behaviors, several obstacles and challenges have been identified. These include securing the full commitment of all key stakeholders in the school to address the problem of bullying, establishing and sustaining a leadership group to maintain bullying prevention efforts in light of changing priorities and mandates, and attending to the different forms of bullying and underlying motivational bases. A human rights framework, consistent with a peace psychology perspective, targets behaviors, or practices that cause harm (mental distress, maltreatment, and exploitation) in children. Infusing a human rights framework into bullying prevention efforts can remedy much of the commonly encountered practical and theoretical obstacles to the effective implementation of such efforts .     

Communication of results and utilization in participatory program evaluation

This paper explores the linkages between utilization and stakeholder participation in the evaluation process, specifically in the communication of results phase of evaluation. It is argued that key elements of a participatory evaluation process can be linked to meaningful and multiple forms of results utilization through cognitive and political uses of the evaluation process. Data from two small-scale participatory evaluations are used to support this argument.     

Going Against the Historical Grain: Perspectives on Gendered Occupational Identity and Resistance to the Breakdown of Occupational Segregation in Two Manufacturing Firms

This article discusses a process of restructuring of working practices within two manufacturing firms with respect to its implications for gendered occupational segregation. A contextualized, historically situated analysis is presented, which is cast within debates on the nature of gendered occupational identity, equality initiatives and arenas of power and influence for women and men, within what were traditionally male‐dominated organizational contexts. Such an analysis serves to highlight the significance of the new restructuring in sweeping away 150 years of practice and embedded ‘ways of doing things’ and offers explanations for the actions of contemporary men and women in opposing what were seen by management and the trade union as emancipatory changes.     

Serving the public good

This discussion foregrounds four key issues engaged by the articles presented in this special issue: the unique challenges and opportunities of environmental education evaluation, how to think well about the evaluation approaches and purposes that best match this domain, evaluation capacity building in environmental education and action, and accountability and activist pressures on contemporary evaluation. Environmental education evaluators are encouraged to consider positioning their work in service of the public good.