Perceptions of Family-Friendly Policies: University Versus Corporate Employees

This study adds to a growing literature examining the impact of family-friendly policies in a variety of industries by examining the differences between corporate and university employees in their subjective perceptions of work-family policies. Differences by gender and dependent care responsibility in these perceptions in the university sample are examined and compared to results that have been found in corporate settings. Data collected in a university setting was compared to similar data of thirty-seven Business Week 1000 companies. The results show that the university sample employees were significantly more negative toward their workplace's work-family climate than were the corporate sample employees. In addition, significant gender and dependent care responsibility differences exist within the university sample.     

Government Publications

Abstract

To determine whether health sciences faculty are sufficiently knowledgeable about copyright, fair use, and related precepts in their use of materials for teaching and research purposes, librarians at two comparable institutions, the University of Alabama at Birmingham (UAB) and the University of Texas Health Science Center at San Antonio (UTHSCSA), conducted a Web survey regarding copyright knowledge among their respective faculty. Responses were similar from both institutions despite the fact that UTHSCSA faculty had access to a more coordinated copyright education effort. Most respondents self-reported at least a limited familiarity with copyright law and fair use.     

Reflective Teaching in Social Work Education: Findings from a Participatory Action Research Study

This article describes a feminist-informed reflective teaching project enacted by a group of social work faculty at Texas State University–San Marcos. Utilizing Schon's notion of reflection-in-action, faculty formed a participatory action research group to implement reflective techniques to further their professional development as new teachers and better prepare social work students for practice in the social work profession. This project guided the participants in establishing academic identity through the creation of a supportive academic setting and peer collegiality. The group met monthly to share reflective teaching journals (RTJs), participate in intergroup dialogue, and engage in contemplative practices, such as meditation and visualization. Methods of data collection and analysis included content analysis of the intergroup dialogue sessions. Findings from the project reinforced Kolb's experiential learning cycle, in which new insights gained from reflection were integrated back into the classroom. This article presents these important insights and suggests replication of this project to promote reflective teaching in social work education and to help prepare new social work faculty for success in academia.     

Helping Youth Transition into an Alternative Residential School Setting: Exploring the Effects of a Wilderness Orientation Program on Youth Purpose and Identity Complexity

This mixed-methods study examines the relationship between adolescent identity complexity (Clin Social Work J 21(1):11–24 1991) and youth purpose related to participation in a wilderness experience program at an alternative, residential boarding school in Colorado. Students in this study (N = 55) completed an adapted version of the Self-Worth Index (Ment Health Relig Cult 4(2):103–108 2001) before and after participation in a wilderness experience program. Youth in the study also completed a pre- and post-test eight-item index measuring identity complexity, with each item assessed on a five-point Likert scale. Likewise, qualitative, face-to-face interviews with each student were conducted to triangulate findings and further explore the impact of the wilderness program on identity complexity and youth purpose for youth labeled “high risk.” Data analysis revealed that the wilderness program contributed to students’ positive sense of identity and purpose in their lives, and helped them transition into the residential school culture successfully.     

More Than a Job Club,Sister: Career Intervention for Women Following Incarceration

Following incarceration, women face unique challenges in returning to their communities and seeking employment. This qualitative study used interpretative phenomenological analysis to explore the lived experiences of previously incarcerated women as they participated in It's More Than a Job Club, Sister, a spiritually integrated career intervention, and subsequently sought employment. The following 4 superordinate themes emerged describing this experience: (a) It was more than a job club; (b) God gave me a second chance: the impact of faith on recovery and employment; (c) barriers to employment; and (d) looking ahead. The findings indicate the need for a strengths‐based approach to career intervention that builds upon existing skills and emphasizes identity exploration, uncovering core beliefs and vocational values, bridging the gap between goals and barriers, and leveraging interpersonal skills. The findings also indicate that career counseling with female returning citizens is enhanced by incorporating attention to the role of substance abuse/recovery and by attending to the intersection of calling and vocation.     

An Investigation of Holland Types and the Sixteen Personality Factor Questionnaire‐Fifth Edition

The authors investigated the stability of the published Sixteen Personality Factor Questionnaire‐Fifth Edition (16PF; S. Conn & M. Rieke, 1994) predictors in predicting Holland types as measured by the Self‐Directed Search (SDS; J. Holland, B. Fritzsche, & A. Powell, 1994). Because the majority of the published regression equations contained unstable predictors, the authors developed modified multiple regression equations using the more stable predictors. However, these equations, although statistically significant, shared less than 50% of the variance with the criterion variable, suggesting limited practical utility or support for the domain overlap of the 16PF and the SDS. The authors recommend that the SDS be used when a measure of SDS types is needed.     

College knowledge: a critical component of college and career readiness

Policy has traditionally emphasized the completion of academic requirements as the gateway to postsecondary education. There is, however, growing understanding that youth need to develop a wide range of knowledge, skills, abilities, and personal resources for career success, civic engagement, and lifelong learning. It also is necessary to address the social, informational, and financial barriers to college that many first-generation and low-income youth come up against. Allowing youth to participate in programs that provide access to college campuses and classes, through dual or concurrent enrollment, early college models, or expanded learning opportunities, is an effective way to help students gain college knowledge and see themselves as college students. This article offers an expanded definition of college and career readiness and profiles three programs drawn from a larger review of twenty-three programs designed to support college and career success for students from underrepresented groups.     

Confidence in Australian Institutions 1983–2005

This paper examines changes in the level of institutional confidence in Australia between 1983 and 2005. The principal aim of the paper is to disaggregate the general trend in social trust and overall institutional confidence. Using data drawn from three waves of the World Values Survey undertaken in 1983, 1995 and 2005 we examine whether social trust and confidence have declined and the differing patterns of confidence for different birth cohorts in Australia. The results show a significant decrease in social trust and a large decline in confidence between 1983 and 1995. There was little change in confidence between 1995 and 2005, but social trust returned to the 1983 level over that period. A cohort analysis shows that the oldest cohort, those born before WWII, reported the largest decline in confidence, while by 2005 the baby boomers (or middle cohort born between 1944 and 1955) were the most confident, with the oldest group reporting the least confidence. Throughout the 1990s and early 2000s confidence has been at a much lower level than in the early 1980s.