A COURSE MODEL FOR TEACHING CONCEPTS RELATED TO THE SUCCESSFUL IMPLEMENTATION OF QUANTITATIVE ANALYSES

This paper examines a course model for teaching the concepts of successful implementation of quantitative analyses to both administrative and technical students. The objectives of the course were to examine the principles of effective model building and to examine the problems in communication between administrative and technical individuals. The course model utilizes case study discussions in conjunction with a series of applications projects. The cases illustrated a wide variety of implementation concepts, including concepts related to problem definition, analysis planning, information needs, systems modeling, and general model building philosophies. The applications projects gave the students varied experiences in realistic problem solving. A subjective evaluation of the student's progress in the course did show an increased perceptiveness of what constitutes good model building. The quantitative students in the course seemed to improve in their ability to develop practical solutions to problem solving, while the administrative students improved their ability to communicate with technical individuals and to perform evaluations of technical proposals for quantitative analyses.     

Scholarly Productivity of Social Work Faculty at Historically Black Colleges and Universities: Are h-Index Scores a Suitable Measure?

Faculty scholarship at historically Black colleges and universities (HBCU) has in the past served as a blueprint for the Black masses. Even today, HBCU faculty scholarship continues to be an informative source to communicate accurate information regarding marginalized groups. This study examines h-index scores of 65 faculty members at five doctorate-granting schools of social work. The majority of calculated h-index scores were considered to be low in terms of productivity. We make the argument that these scores are not a good measure of productivity because of the problematic nature of their use to evaluate HBCU faculty. Implications for future research, practice, and teaching are presented.     

Conflating Apples and Oranges: Understanding Modern Forms of Racism

Social scientists generally agree that the post‐Civil Rights form of racism is different from that which existed in the Jim Crow‐era in the United States. However, beyond this agreement, what exactly modern racism is and “looks like” is debatable. With this in mind, a surprising and somewhat disturbing trend frequently occurs among social scientists that can have real consequences within academia and the general public: conflation. In naming a newly developed concept as “racism”, social scientists often conflate three interrelated concepts: racial prejudice, racial discrimination, and racism. This paper clarifies these three interrelated concepts and the problems with conflating them. Additionally, this paper describes many of the alternative conceptions of racism in the post‐Civil Rights era, identifying where conflation exists in each concept. In closing, the paper describes the implications of conflation for social science research and the American public.     

The time it takes to identify facial expressions: Effects of age,gender of subject,sex of sender,and type of expression

Subjects were presented with 35 mm slides of faces and required to indicate the type of expression (pleasant or unpleasant) by a switch movement. Latency and accuracy were recorded. The variables of the study were age (early or late adolescence), gender of subject, sex of sender, and type of expression. The most important results were as follows: There was no age effect when the latencies were adjusted by a covariate to take account of age-related differences in general perceptual-motor skills. There was a strong interaction in which the female pleasant slides produced substantially lower latencies than the other three combinations of sex of sender and type of expression. A weaker interaction indicated faster identification for the female sender, female subject condition than the other three combinations of sex of sender and gender of subject. Overall, the facial identification process was found to be very rapid (about a quarter of a second slower than identification of a simple geometric form) and accurate (.078 error rate).     

Transnational Movement Innovation and Collaboration: Analysis of World Social Forum Networks

In this article we first trace the ideological development and collective framing of the World Social Forum (WSF) as a non-hierarchical gathering for collaboration and networking within the global justice movement. We then analyze the consequences of organizational design, thematic resonance, and technological innovations implemented to produce more open and horizontal collaboration. We do this by conducting two-mode network analysis of organizations that facilitated sessions and workshops during two separate meetings (2003 and 2005) of the WSF in Porto Alegre, Brazil. Our findings indicate that organizational affiliations were less hierarchical in 2005, but we uncover mixed results from analyzing patterns of interaction produced by individual organizations and groups of organizations. Finally, we discuss the implications of such macro-level innovations on the dynamics of multi-organizational fields (collaboration, coalition building, and thematic resonance) and the contributions of such an approach to the study of transnational organizational networks.     

The Manifestation of Campbell's Law: Consequences of Eliminating of Social Studies From the Curriculum

The manifestation of Campbell's Law is examined in light of the current era in American public schools of high stakes testing inclusive of narrowed curriculums and teaching to the test. The decades-long practice of reducing instructional time of non-tested subjects, which includes social studies fundamentals, has resulted in a less informed citizenry. Social studies instruction promotes citizens who are able to make informed decisions that are inclusive of differentiating between facts, generalizations, and opinions without bias. The construction of individual viewpoints through a narrow lens without discrimination between opinions and historical facts is of concern today as Americans form opinions regarding controversial social issues and engage in social activism.     

Social Control and Intersectionality: A Multilevel Analysis of School Misconduct,Location, Race,Ethnicity, and Sex

Adolescent violence and misconduct, especially within schools, is a top sociological and educational concern because of the detrimental effects on adolescent physical health, emotional well-being, and educational progress. Concurrently, public schools in the United States are in the midst of a demographic transformation. More importantly, prior research suggests contextual characteristics are associated with rates of deviant behavior particularly in urban areas where racial and ethnic minorities reside. What remains uncertain, however, is the relationship between social control, intersectionality, and school misconduct. This study utilizes data from the Education Longitudinal Study of 2002 and incorporates multilevel modeling techniques to examine how the link between social control and adolescent school misconduct may differ by race, ethnicity, and biological sex in urban, rural, and suburban locations. The results suggest intersectionality may matter when understanding the associations between social control and school misconduct. The implications of how intersectionality may matter in social control are discussed.     

Binge drinking in and out of college: An examination of social control and differential association on binge drinking behaviors between college students and their non-college peers

ABSTRACT

Excessive drinking behavior is a common problem on college campuses but it also affects the same age group that does not attend college. This is a sociological concern because of the multitude of negative consequences associated with binge drinking. The role of peers and social control factors, including the revised routine activities approach to involvement was used to examine what factors influence alcohol consumption. Although there are differences between the drinking behavior of both groups, peer behavior was consistently the strongest predictor of individual drinking behavior for both college and non-college students. Both groups are at risk for experiencing the negative consequences of alcohol use and reduction efforts need to target peer groups.