Understanding Why Religious Involvement's Relationship With Education Varies by Social Class

Religiosity's impact on adolescent educational outcomes has been widely documented in the sociology of religion literature. Building upon King's conceptual framework of ideological, social, and transcendent resources that are made available to youth through religious participation, we use qualitative and quantitative data from the National Study of Youth and Religion (NSYR) to explore how the associations between religious involvement and educational outcomes may vary among lower and higher socioeconomic status youth. Our findings indicate significant positive effects of transcendent and ideological resources on educational outcomes, especially among youth from disadvantaged backgrounds, but limited influence of social resources through youth's religious participation.     

The belonging model of trust

Although we know that high‐quality employee–organization relationships are beneficial, these relationships are complex and not fully understood, especially among employees of nonprofit organizations. In particular, we know little about how these employees perceive trust, which may overlook an important contributor to effective management. We begin to address this issue by testing a new theoretical model that conceptualizes perceived insider status, psychological ownership, and organizational identification as foundations for the perception of justice and subsequent trust. Our results indicate that psychological ownership and perceived insider status relate to trust through procedural and interpersonal justice. These results contrast those typically found in for‐profit contexts in that organizational identification did not predict justice and that distributive and informational justice did not predict trust.     

Teaching International Social Work in a Global Classroom

Social work educators are challenged with preparing students for international social work and work with immigrant and refugee populations. This pilot project aimed to develop an online global classroom to teach an international social work course to social work students participating from five different locations: United States (N=25), South Africa (N=4), Mexico (N=11), Hong Kong (N=6), and Australia (N=2). Qualitative data were collected from students regarding their experiences in this global classroom. Thematic analysis revealed the development of rich authentic learning, where their interactions with international classmates led to a transformative learning experience and a beginning sense of social work in a global context. Implications for future leaning and teaching of social work content across global borders are discussed.     

Downsizing for downtown: limb lengths,toe lengths,and scale counts decrease with urbanization in western fence lizards (Sceloporus occidentalis)

Urban Ecosystems - Urbanization-induced habitat loss and alteration causes significant challenges for the survival of many species. Identifying how species respond to urbanization can yield...     

Loss of urban forest canopy and the effects on neighborhood soundscapes

Urban Ecosystems - The urban landscape constitutes a key aspect of human - nature interactions, as more than 60% of the world’s population resides in cities and their suburbs. This study...     

Urban ecosystem Services in Latin America: mismatch between global concepts and regional realities?

Urban Ecosystems - Latin America and the Caribbean (LAC) is one of the most urbanized and biologically diverse regions in the world but is often characterized by weak environmental governance and...     

Effects of demography and urbanization on stress and body condition in urban white-tailed deer

Urban Ecosystems - White-tailed deer (Odocoileus virginianus) are becoming increasingly common in urban environments. How they respond to potential changes (i.e. increased human interactions,...     

Design of ISD-1: an instrument for social diagnosis in care homes for older persons*

This article describes the design process and main features of an instrument developed for use in the specialist area of intervention in care homes for older persons. The essential aim of ISD-1 (instrument for social diagnosis) is to permit the correct formulation of social diagnoses and to standardise and define the professional language used by social workers. Its content has been organised into 4 dimensions of social diagnosis, divided into 15 sub-dimensions containing 83 diagnostic categories. This work was performed in Spain, in the 24 care homes of the Madrid Social Care Agency of the Community of Madrid, involving the participation of the 40 social workers practising in these centres. ISD-1 is an easily understood and used tool, of potential use for social workers practising in care homes for older persons and capable of being adapted for use in other institutional environments, as well as being capable of adaptation and translation for its application in other countries.     

Sources of socialization for interpersonal trust: an exploration of low-income Black adolescents’ experiences

Much of the literature on interpersonal trust is quantitative in nature, using scales developed primarily with White middle-class and upper-class adults. To understand how another racial group of a different socioeconomic background and age views interpersonal trust, we considered the experiences of 22 low-income Black adolescents. The adolescents participated in a relationship education program and were interviewed about their interpersonal trust experiences. Results of a qualitative data analysis revealed that most adolescents defined interpersonal trust based on honesty and fidelity, with a particular emphasis on monogamy in romantic relationships. Adolescents identified direct messages from family members and personal relationship experiences as sources of socialization for interpersonal trust. Although some adolescents reported that the relationship education program enhanced their understanding of and willingness to trust, others maintained that trust can only be learned through personal experiences. Though the adolescents generally trusted family members, they experienced challenges trusting friends and romantic partners. Despite this, adolescents considered interpersonal trust a vital and a necessary part of romantic relationships. We discuss implications of the findings for relationship stability and satisfaction.